Overview

This guidebook provides educators with an approach to improving language and writing skills for all students. The writing lab approach uses computer-supported activities to encourage student progress in each stage of the writing process, from organizing to editing. The text focuses on three key components - writing process instruction, computer supports, and inclusive practices, and gives a primer on how children develop proficiency with language, a complete guide to setting up a writing lab, a discussion of software features and programmes, instructions on using scaffolding to respond to individual needs, and an assessment tool the authors developed to analyze student writing samples.

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9781557666734

Table of Contents

Reviews

A strong cure for why Johnny can't write, deftly blending the process writing approach with computer technology and support, explicit writing instruction, assessment, and teacher collaboration. The book provides a rich symphony of practical ideas for promoting the development of struggling writers, drawing on research as well as classroom-based practices. --Steve Graham, Ed.D. University of Maryland, College Park (12/12/2003)

A strong cure for why Johnny can't write, deftly blending the process writing approach with computer technology and support, explicit writing instruction, assessment, and teacher collaboration. The book provides a rich symphony of practical ideas for promoting the development of struggling writers, drawing on research as well as classroom-based practices. --Steve Graham, Ed.D.

Author Information

Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is Professor Emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders. Dr. Nelson's research and publications focus on curriculum-based language and literacy assessment and intervention. Christine M. Bahr, Ph.D., ATP, received her bachelor's degree in special education from Fontbonne College in St. Louis, Missouri. Her master of science degree in educational administration and supervision is from Southern Illinois University, and her doctorate in special education and instructional systems technology is from Indiana University. Dr. Bahr began her professional career as a teacher of students with severe disabilities in St. Louis County Special School District. She was on the faculty of Western Michigan University from 1988 to 1998. Her presentations and publications address uses of assistive technology as a means of promoting participation of students with special needs in the general education curriculum. She and her husband live in Terre Haute, Indiana. They enjoy attending their four children's sporting events and musical activities, camping, and visiting relatives from coast to coast. Ms. Van Meter is Clinic Coordinator at the Charles Van Riper Language, Speech, and Hearing Clinic. Her bachelor's and master's degrees are from the University of Michigan. Ms. Van Meter has presented widely and is co-author of a number of articles on language assessment and intervention in curriculum-based contexts. She began her professional career in the University of Michigan's C.S. Mott Children's Hospital in Ann Arbor. She has been affiliated with Western Michigan University since 1992. Ms. Van Meter, her husband, and their two daughters live in Kalamazoo, Michigan. They enjoy swimming, traveling, hiking, and entertaining each other with stories. Kathryn Kinnucan-Welsch, Ed.D., is Associate Professor and Chair of the Department of Teacher Education at the University of Dayton in Dayton, Ohio. Her bachelor of arts degree is from the University of Illinois, and her master of arts degree and doctorate in education degrees are from Western Michigan University. Dr. Kinnucan-Welsch has published and presented extensively on professional development of practicing teachers, particularly in the area of early literacy instruction. She began her career as a Title I Reading Specialist and is currently working with Literacy Specialists in a statewide literacy professional development initiative in Ohio. She has been at the University of Dayton since 1997. Dr. Kinnucan-Welsch lives in Springboro, Ohio, and enjoys spending time in Michigan and Ohio with her four grown children, gardening, and traveling.

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