Instructional_recommendations_.pdf - Disclaimer This is a...

  • No School
  • AA 1
  • 6

This preview shows page 1 - 2 out of 6 pages.

Disclaimer: This is a machine generated PDF of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning Subscription and License Agreement and/or the Gale OneFile: Health and Medicine Terms and Conditions and by using the machine generated PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine generated PDF functionality and any output derived therefrom. Instructional recommendations for teaching writing to exceptional children Authors: Steve Graham and Karen R. Harris Date: Apr. 1, 1988 From: Exceptional Children(Vol. 54, Issue 6.) Publisher: Sage Publications, Inc. Document Type: Article Length: 4,198 words Full Text: Instructional Recommendations for Teaching Writing to Exceptional Students Learning to write is a particularly complex process. It involves much more than simply adding special knowledge and skills to already existing oral language abilities. As Bereiter and Scardamalia (1982) have eloquently argued, the shift from conversation to composition involves a radical conversion. The developing writer must master the process of generating language in the absence of a conversational partner; learn to activate relevant memories without having memories triggered by what someone else says, develop units of text larger than what is generally included in one conversational turn; and cultivate the ability to view what is produced from the perspective of both the sender and the receiver. Excluding gifted learners, students labeled by schools as exceptional generally have difficulty making the transition from conversation to composition (Graham & Harris, in press). Despite the difficulties these students have in learning to compose, little attention has been directed to improving their writing skills, and current instructional procedures frequently appear to be inadequate (Graham, 1982). Exceptional students, therefore, could benefit greatly from recent advances made in the teaching of writing. In this article, 10 instructional recommendations designed to serve as a framework for developing writing programs for exceptional students are presented. The recommendations are based on recent conceptualizations of the process of writing, principles of effective writing instruction, and current knowledge of exceptional students' writing abilities.
Image of page 1

Subscribe to view the full document.

Image of page 2

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Ask Expert Tutors You can ask 0 bonus questions You can ask 0 questions (0 expire soon) You can ask 0 questions (will expire )
Answers in as fast as 15 minutes