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.