The Authors NANCY MATHER, PH.D., is a professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in assessment and reading and writing disabilities. BARBARA J. WENDLING, M.A., is an educational consultant who has years of clinical experience as a general and special educator and diagnostician in public school settings. RHIA ROBERTS, PH.D., is an educational consultant specializing in assessment and learning disabilities. She trains teachers and school psychologists in districts around the country.

• About the Authors viiDedication and Acknowledgments viiiList of Figures and Exhibits xiForeword xvii1. Very Gently with No Red Marks 12. Components of Written Language 7Handwriting 8Spelling 11Usage 18Vocabulary 21Text Structure 23Conclusion 303. Theoretical Perspectives and Effective Principles 35Theoretical Perspectives 35Effective Instructional Principles 39Conclusion 694. Effective Accommodations for Struggling Writers 71Accommodations and Compensatory Strategies 71Determination of the Amount of Support 72Selection of Appropriate Accommodations 73Legal Requirements for Individuals with Learning Disabilities 76Conclusion 825. Helping Students with Handwriting 83General Principles 84Writing Styles 86Letter Formation 91Writing Speed 97Self-Evaluation 98Informal Assessment 101Examples of Commercial Programs 103Conclusion 1046. Building Basic Writing Skills 105Spelling 105Usage 141Editing 146Examples of Commercial Programs 150Conclusion 1527. Improving Written Expression 153Metacognition, Metalinguistics, and Strategy Instruction 153Vocabulary 163Text Structure 171Revision 205Examples of Commercial Programs 213Conclusion 2158. Informal Assessment and Curriculum-Based Measurement 217Informal Assessment 217Curriculum-Based Measurement 227Conclusion 2409. Analysis of Writing Samples 243Analyzed Writing Samples 243Guided Practice Samples 276Independent Practice Samples 295Conclusion 30310. Writing as Communication 305Factors Affecting Writing 305Hearing the Writer’s Voice 311Conclusion 318References 321Index 325

The Authors NANCY MATHER, PH.D., is a professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in assessment and reading and writing disabilities. BARBARA J. WENDLING, M.A., is an educational consultant who has years of clinical experience as a general and special educator and diagnostician in public school settings. RHIA ROBERTS, PH.D., is an educational consultant specializing in assessment and learning disabilities. She trains teachers and school psychologists in districts around the country.

• About the Authors viiDedication and Acknowledgments viiiList of Figures and Exhibits xiForeword xvii1. Very Gently with No Red Marks 12. Components of Written Language 7Handwriting 8Spelling 11Usage 18Vocabulary 21Text Structure 23Conclusion 303. Theoretical Perspectives and Effective Principles 35Theoretical Perspectives 35Effective Instructional Principles 39Conclusion 694. Effective Accommodations for Struggling Writers 71Accommodations and Compensatory Strategies 71Determination of the Amount of Support 72Selection of Appropriate Accommodations 73Legal Requirements for Individuals with Learning Disabilities 76Conclusion 825. Helping Students with Handwriting 83General Principles 84Writing Styles 86Letter Formation 91Writing Speed 97Self-Evaluation 98Informal Assessment 101Examples of Commercial Programs 103Conclusion 1046. Building Basic Writing Skills 105Spelling 105Usage 141Editing 146Examples of Commercial Programs 150Conclusion 1527. Improving Written Expression 153Metacognition, Metalinguistics, and Strategy Instruction 153Vocabulary 163Text Structure 171Revision 205Examples of Commercial Programs 213Conclusion 2158. Informal Assessment and Curriculum-Based Measurement 217Informal Assessment 217Curriculum-Based Measurement 227Conclusion 2409. Analysis of Writing Samples 243Analyzed Writing Samples 243Guided Practice Samples 276Independent Practice Samples 295Conclusion 30310. Writing as Communication 305Factors Affecting Writing 305Hearing the Writer’s Voice 311Conclusion 318References 321Index 325

The Authors NANCY MATHER, PH.D., is a professor at the University of Arizona in the department of Special Education, Rehabilitation, and School Psychology. She specializes in assessment and reading and writing disabilities. BARBARA J. WENDLING, M.A., is an educational consultant who has years of clinical experience as a general and special educator and diagnostician in public school settings. RHIA ROBERTS, PH.D., is an educational consultant specializing in assessment and learning disabilities. She trains teachers and school psychologists in districts around the country.

• About the Authors viiDedication and Acknowledgments viiiList of Figures and Exhibits xiForeword xvii1. Very Gently with No Red Marks 12. Components of Written Language 7Handwriting 8Spelling 11Usage 18Vocabulary 21Text Structure 23Conclusion 303. Theoretical Perspectives and Effective Principles 35Theoretical Perspectives 35Effective Instructional Principles 39Conclusion 694. Effective Accommodations for Struggling Writers 71Accommodations and Compensatory Strategies 71Determination of the Amount of Support 72Selection of Appropriate Accommodations 73Legal Requirements for Individuals with Learning Disabilities 76Conclusion 825. Helping Students with Handwriting 83General Principles 84Writing Styles 86Letter Formation 91Writing Speed 97Self-Evaluation 98Informal Assessment 101Examples of Commercial Programs 103Conclusion 1046. Building Basic Writing Skills 105Spelling 105Usage 141Editing 146Examples of Commercial Programs 150Conclusion 1527. Improving Written Expression 153Metacognition, Metalinguistics, and Strategy Instruction 153Vocabulary 163Text Structure 171Revision 205Examples of Commercial Programs 213Conclusion 2158. Informal Assessment and Curriculum-Based Measurement 217Informal Assessment 217Curriculum-Based Measurement 227Conclusion 2409. Analysis of Writing Samples 243Analyzed Writing Samples 243Guided Practice Samples 276Independent Practice Samples 295Conclusion 30310. Writing as Communication 305Factors Affecting Writing 305Hearing the Writer’s Voice 311Conclusion 318References 321Index 325