Innovations in early writing intervention: What teachers should know

Erica S. Lembke, Kristen L. McMaster, Nicole McKevett, Jessica Simpson, Seyma Birinci

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Many students in the United States struggle to achieve proficiency in writing. Writing is an important skill to develop, as it is a way for students to communicate what they know and integrate knowledge and critical thinking skills. A lack of writing proficiency can have a significant impact on academic performance in secondary school and on postsecondary outcomes. Improving writing instruction requires theoretically sound, scientifically validated teaching practices, including assessments and instructional methods. It also requires that teachers are well prepared to implement such practices, including using assessment data to tailor instructional methods to meet the needs of students who experience significant writing difficulties. The purpose of this chapter is to provide an overview of advances in research and practice related to validated teaching practices designed to improve the writing outcomes of students with intensive needs, and to describe an innovative way to prepare and support teachers to implement such practices.

Original languageEnglish (US)
Title of host publicationAdvances in Learning and Behavioral Disabilities
PublisherEmerald Group Holdings Ltd.
Pages173-189
Number of pages17
DOIs
StatePublished - 2021

Publication series

NameAdvances in Learning and Behavioral Disabilities
Volume31
ISSN (Print)0735-004X

Bibliographical note

Publisher Copyright:
© 2021 by Emerald Publishing Limited All rights reserved.

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