This volume tells the story of research on the cognitive processes of writing from the perspectives of the early pioneers, the contemporary contributors, and visions of the future for the field.

Writing processes yield important insights into human cognition, and is increasingly becoming a mainstream topic of investigation in cognitive psychology and cognitive neuroscience. Technological advances have made it possible to study cognitive writing processes as writing unfolds in real time. This book provides an introduction to these technologies.

The first part of the volume provides the historical context for the significance of writing research for contemporary cognitive psychology and honors the pioneers in cognitive and social-cognitive research in this field. The book then explores the rapidly expanding work on the social foundations of cognitive processes in writing and considers not only gender differences but also gender similarities in writing. The third part presents a lifespan view of writing in early and middle childhood, adolescence, higher education, and the world of work. There follows an examination of the relationships of language processes at the word, sentence, and text levels to the cognitive processes in writing. Part V covers representative research on the cognitive processes of writing translation and reviewing and revision and the working memory mechanisms that support those processes. A review of the current technologies used to study these cognitive processes on-line as they happen in real time is provided. Part VII provides an introduction to the emerging new field of the cognitive neuroscience of writing made possible by the rapidly evolving brain imaging technologies, which are interpretable in reference to paradigms in cognitive psychology of writing. The final section of the book offers visions of the future of writing research from the perspective of contemporary leaders in writing research.

Common core standards and individual education plans specify learning goals for students. But when a student's performance falls short of these goals, it can be challenging - even for professionals with a range of training and disciplinary expertise - to determine the cause of the student's struggle and to plan the necessary supports. Individualized learning solutions are necessary, because one-size-fits-all interventions don't work. This landmark guide presents an evidence-based approach to assessment and instruction in K-12 education that takes into account individual differences in students. The guide identifies the developmental skills to be assessed and taught in early childhood, middle childhood, and adolescence, and it provides principles for tailoring assessment and intervention to individual students, who exhibit sizable developmental, individual, cultural, and language differences. Importantly, it also explains how to facilitate communication and collaboration among interdisciplinary teams in education - professionals who are legally required to work together yet have such different training and disciplinary expertise that they seem to "speak different languages". This timely, comprehensive resource will help local schools and districts meet not only narrow legal mandates but also broader best practices for helping students learn. A special companion website provides additional resources and recommended readings.

Students in Ginger Berninger's research studies showed significant improvement in their reading and writing after using these lessons now available to teachers for the first time ever in one convenient book A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD, this book gives teachers of Grades 4-6 a whole school year of specialized group instruction that improves the literacy skills of students who struggle with written language. The practical companion to Teaching Students with Dyslexia and Dysgraphia, these step-by-step lessons Deliver positive results in brief interventions. These are the only lessons of their kind that are proven effective by brain research studies. Use multiple learning mechanisms to keep children engaged and responsive to instruction Help students improve in multiple subject areas. Lessons show how to incorporate reading and writing in science and social studies content areas of the curricula. Make it easy to incorporate research-based instruction into classrooms to meet the needs of ALL students Teach children to integrate writing and reading within a writers workshop or writing/readers workshop Are detailed but not rigid. Though highly organized and pre-planned, the lessons are flexible and encourage teachers to monitor each student's individual response to instruction, so they can make adjustments as needed. Inspire students with encouraging "hope stories" about overcoming adversity Each ready-to-use lesson is complete with teacher materials and student materials. The teacher materials give educators warmup exercises that target key skills, simple activities with clear and detailed descriptions, and adaptable sample scripts that help them elicit student responses. And with the student materials, teachers will have photocopiable worksheets that help children sharpen their skills in creative, engaging ways.