Teaching Beginning Writers (The Essential Library of PreK-2 Literacy)

Coker Jr., David L.; Ritchey, Kristen D.

ISBN 10: 1462520111 / ISBN 13: 9781462520114

Published by The Guilford Press, 2015

About this Item

Seller Inventory # I-9781462520114

Bibliographic Details

• Title: Teaching Beginning Writers (The Essential Library of PreK-2 Literacy)
• Publisher: The Guilford Press
• Publication Date: 2015
• Language: English
• ISBN 10: 1462520111
• ISBN 13: 9781462520114
• Binding: Soft cover
• Condition: New

About this title

Synopsis

An essential "how-to" primer, this book examines the process of learning to write and shares evidence-based instructional strategies for the primary grades. With an emphasis on explicit instruction and scaffolding students' learning, the authors explain when and how to teach handwriting, spelling, foundational skills such as sentence formation and editing, and composition in specific genres. They present clear-cut techniques for assessment, differentiation, and supporting struggling writers. The Common Core State Standards (CCSS) for Writing are used as a framework for setting instructional goals. Reproducible assessment forms, checklists, and rubrics are provided; purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.

About the Author

David L. Coker Jr., EdD, is Associate Professor in the School of Education at the University of Delaware. His research focuses on writing development, early writing assessment, and effective approaches to writing instruction. A former classroom teacher, Dr. Coker is coauthor of Developing Strategic Writers through Genre Instruction and has published articles in leading journals of literacy, educational psychology, and learning disabilities.

Kristen D. Ritchey, PhD, is Associate Professor in the School of Education at the University of Delaware. Her research focuses on assessment and intervention for elementary-age students with reading and writing disabilities. Dr. Ritchey’s recent work includes the development of screening and multi-tiered interventions for fourth- and fifth-grade students with reading disabilities, and the development of early-writing curriculum-based measures. She has published articles in several leading journals.