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This textbook offers techniques for implementation of an instructional program for young students experiencing difficulty in learning to write effectively. The authors, all faculty members in special education, developed self-regulated strategy development over the past two decades. Intended for use in elementary and middle school classrooms, the program is intended as a supplement for overall writing programs, not as a replacement. It was originally developed for students with learning disabilities, but the authors discovered that students without disabilities share similar difficulties in learning to write effectively. In addition to writing, the book also addresses student motivation and attitude. Annotation c2008 Book News, Inc., Portland, OR (booknews.com)
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Steve Graham, Ph.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. He is the current editor of Exceptional Children and the past editor of Contemporary Educational Psychology. He is the co-author of the Handbook of Learning Disabilities; Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Teaching Every Adolescent Every Day; Spell It-Write (a spelling program for children in grades K through 9); and the upcoming Handbook of Writing Research. Dr. Graham's research has focused mainly on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writings to struggling writers; and the use of technology to enhance writing performance and development.
Karen Harris, Ed.D., is Professor and the Currey-Ingram Chair in Special Education at Vanderbilt University, Nashville, Tennessee. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with disabilities. She is co-author, with Steve Graham, of the books Making the Writing Process Work: Strategies for Composition and Self-Regulation; Teaching Every Child Every Day: Learning in Diverse Schools and Classrooms; Handbook of Learning Disabilities; and the curriculum Spell It-Write. Dr. Harris is the editor of the Journal of Educational Psychology. Her research is focused on theoretical and intervention issues in the development of academic and self-regulation strategies among students with attention-deficit/hyperactivity disorder, learning disabilities, and other challenges.
Dr. Linda H. Mason has a joint appointment in the Department of Educational Psychology, Counseling,and Special Education and the Children, Youth, and Families Consortium at The PennsylvaniaState University. Prior to completing her Ph.D., Dr. Mason taught special education in aninclusive public elementary school for six years. She has been awarded two U.S. Department ofEducation grants focusing on reading comprehension and writing intervention for low-achievingstudents. Dr. Mason serves on six editorial boards, including journals focused on research-topractice.At Penn State, she teaches courses in literacy for students with special needs, curriculumdevelopment, reading and writing methods, assessment, and effective instruction. Dr. Masonwas awarded the Council for Exceptional Children, Division of Research Distinguished EarlyCareer Award in 2011 and a Fulbright Scholarship to teach in Hungary in fall 2011.
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