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Writing is a very complex process that is difficult to teach,
learn, and research. Although many students struggle with writing,
composing often presents major challenges for students with
disabilities. One area of written expression that presents
particular difficulties for students with disabilities is
motivation. Motivation is a key aspect of written expression that
helps all writers complete difficult composing tasks. However,
students with disabilities may have more negative motivational
patterns and may also be less positive about writing and their
ability as writers than their normally achieving peers. Logically,
this means that effective writing intervention efforts must not
only address how to write but must also articulate methods to
increase students' motivation to write. This book, written for
teachers, scholars, and researchers, focuses on the essential issue
of helping students learn how to want to write. Each contributing
author presents an important theoretical or pedagogical element of
writing motivation, for example: The historical beginnings of
research in this area Conceptual and methodological advances in the
field of motivation to write Developmental trajectories of writing
motivation in typical and atypical populations The effect of
playful writing tasks on the development of writing ability as well
as on motivation to write The impact of writing prompts on
motivation How reading motivation relates and supports writing
motivation This book was originally published as a special issue of
Reading and Writing Quarterly.
Writing is a very complex process that is difficult to teach,
learn, and research. Although many students struggle with writing,
composing often presents major challenges for students with
disabilities. One area of written expression that presents
particular difficulties for students with disabilities is
motivation. Motivation is a key aspect of written expression that
helps all writers complete difficult composing tasks. However,
students with disabilities may have more negative motivational
patterns and may also be less positive about writing and their
ability as writers than their normally achieving peers. Logically,
this means that effective writing intervention efforts must not
only address how to write but must also articulate methods to
increase students' motivation to write. This book, written for
teachers, scholars, and researchers, focuses on the essential issue
of helping students learn how to want to write. Each contributing
author presents an important theoretical or pedagogical element of
writing motivation, for example: The historical beginnings of
research in this area Conceptual and methodological advances in the
field of motivation to write Developmental trajectories of writing
motivation in typical and atypical populations The effect of
playful writing tasks on the development of writing ability as well
as on motivation to write The impact of writing prompts on
motivation How reading motivation relates and supports writing
motivation This book was originally published as a special issue of
Reading and Writing Quarterly.
This practical book provides explicit instructions for teaching
sentence-level skills to students who have difficulties in this
area. The author explains the key role of sentence combining in the
writing process and presents effective techniques for instruction
and assessment. Numerous sample lessons, practice activities,
planning tips, and grammatical pointers make it easy for teachers
to incorporate sentence combining and construction into the writing
curriculum at all grade levels (2-12). Accessible and engaging, the
book helps teachers and students experiment with different ways to
arrange thoughts and produce meaningful written work.
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