Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum
Subject Area: Education
|Title:||Writing: Underutilized for young children with disabilities?|
|Author(s):||M. Susan Burns, Julie K. Kidd, Tamara Genarro|
|Volume:||23 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-1-84950-776-9 eISBN: 978-1-84950-777-6|
|Citation:||M. Susan Burns, Julie K. Kidd, Tamara Genarro (2010), Writing: Underutilized for young children with disabilities?, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Literacy and Learning (Advances in Learning and Behavioral Disabilities, Volume 23), Emerald Group Publishing Limited, pp.175-204|
|DOI:||10.1108/S0735-004X(2010)0000023009 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||Young children write to learn the alphabetic code, take notes to help them remember, and provide meaningful text to others. These are cognitively and linguistically complex processes. Reciprocal relationships among the development of writing, the purposes of writing, and the learners of interest impact instructional approaches and student outcomes. Teachers can increase success when they provide explicit and systematic self-regulation and writing instruction, view children as collaborators in the process, provide scaffolding that gradually shifts the responsibility to the children, and adapt instruction to meet the abilities and interests of the children. Effective instructional practices for young children with disabilities or who are at risk, are presented, for example, scaffolded writing, the use of graphic organizers, and self-regulated strategy development.|
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