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Individualized Objectives for Writing Instruction.
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Moran, Mary Ross – Topics in Language Disorders, 1987
A three-stage procedure for formulating and monitoring individualized objectives for learning disabled high school students includes: (1) surveying global writing successes and failures; (2) analyzing reliable patterns of selected writing features; and (3) selecting instructional priorities through ongoing negotiation between instructors and…
Descriptors: High Schools, Individualized Instruction, Informal Assessment, Instructional Design
Written Language: When and Where to Begin.
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Dagenais, Donna J.; Beadle, Kathryn R. – Topics in Language Disorders, 1984
The values of learning to express oneself in writing are noted, major components of writing (psychological factors, content, and craftsmanship) are identified, and approaches to evaluating written language disorders through formal and informal methods are described. Intervention information focuses on hierarchial skills, motivation, content area…
Descriptors: Elementary Secondary Education, Intervention, Language Handicaps, Learning Disabilities
Assessing Curriculum-Based Reading and Writing Samples.
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Nelson, Nickola Wolf; Van Meter, Adelia M. – Topics in Language Disorders, 2002
This article discusses how reading and written language samples can be analyzed to provide information about curriculum-based language strengths and needs that can be used recursively to establish student goals and benchmarks, provide intervention, evaluate change, and begin the next round of planning. A case example is presented. (Contains…
Descriptors: Case Studies, Curriculum Based Assessment, Disability Identification, Elementary Secondary Education