In this objective scoring procedure for assessing learning-disabled students' writing, a standardized process is used to collect writing samples, which are then scored for number of legible words, total number of words written, percentage of legible words, correctly spelled words, number of correct word sequences, and mean length of correct word…

This paper examines the complexity of teaching handwriting to meet the requirements of Great Britain's National Curriculum. Three major questions are considered: (1) what should be taught? (2) what are the teaching objectives? and (3) how will pupil progress be assessed? (JDD)

This guide provides practical and specific step-by-step methods for developing and using curriculum-based assessment (CBA) in an educational setting. It is organized into six basic skills chapters. Chapter 1, "Assessment: An Overview" (Carroll J. Jones), includes the basic reasons for assessment and types of special education assessment, as well…

This monograph provides an historical overview of handwriting assessment, followed by suggestions for informally assessing student handwriting errors and implementing improvement strategies. The monograph specifically addresses: (1) research on handwriting; (2) a rationale for remediation of handwriting errors; (3) techniques for evaluating…

Writing readiness theories and the evolution of writing styles are reviewed, noting the strengths and weaknesses related to the special needs of dyslexic or learning-disabled students. Also discussed are the Children's Handwriting Evaluation Scale and its counterpart for college students, which provide objective measures of rate and quality of…

This article describes measures for process assessment of handwriting fluency, spelling, and composition of students with learning or behavioral disabilities. It then discusses common writing problems for these students, and specific process and strategy interventions. (DB)

Uses handwriting samples of 12 undergraduates to explore whether teachers give higher marks to students' work in good handwriting and whether the students' gender may be surmised by their handwriting. Results show grading is not influenced by handwriting quality and finds no effect of gender attribution on grades assigned. (NL)

Despite predictions that handwriting would become obsolete in the age of technology, it is still considered an important skill today. Examples are cited of individuals who improved their understanding of themselves and of particular concepts after writing about their thoughts and feelings. Frequently, dyslexic students are denied access to this…

Designed for teachers and tutors, the handbook discusses setting up a cross-age tutoring program. Topics include tutor responsibilities; the role of resource teachers; tutor contracts; specific relationship-building and tutoring techniques; ideas for tutoring in handwriting; and techniques for tutoring in reading, spelling, and arithmetic. The…

This guide compiles information essential to a working knowledge of assistive technology for children with disabilities. It addresses the definition of assistive technology and provides information on laws which direct the provision of assistive technology. The manual provides a framework to guide the Individualized Education Program (IEP) team as…