Effective writing instruction in inclusive schools

Linda H. Mason, Elizabeth Benedek-Wood

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Many students, including students with disabilities, struggle with both the basic and higherlevel skills needed to write effectively. Fortunately, researchers have established a strong research base for what works in remediating basic skill and written comprehension performance across three instructional tiers or levels (individual, small group, and whole class instruction). Furthermore, the Common Core State Standards (CCSS, 2010) initiatives have focused attention on writing instruction as a shared responsibility for inclusive classrooms across grade levels and academic content.

Original languageEnglish (US)
Title of host publicationHandbook of Effective Inclusive Schools
Subtitle of host publicationResearch and Practice
PublisherTaylor and Francis
Pages247-260
Number of pages14
ISBN (Electronic)9781136242434
ISBN (Print)9780415626057
DOIs
StatePublished - Jan 1 2014

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)
  • Psychology(all)

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