Volume 23, Issue 3 (1994)
Effective Writing Instruction for Diverse Learners
Marcy Stein, Robert D. Dixon, Steve Isaacson
This article suggests that many “writing disabilities” may derive from too little time allocated to writing instruction or from writing instruction inadequately designed around the learning needs of many students. Characteristics of students wit,h learning difficulties are briefly reviewed, followed by a set of recommendations for teaching writing effectively to a broad range of students. Finally, aspects of language arts basals and standards are discussed, relative to the effective writing instruction guidelines.
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