The writing lab approach to language instruction and intervention / by Nickola Wolf Nelson, Christine M. Bahr, and Adelia M. Van Meter.

Format:

Book

Author/Creator:

Nelson, Nickola.

Contributor:

Bahr, Christine M., 1958-

Van Meter, Adelia M.

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Composition (Language arts).

Language laboratories.

Physical Description:

xxv, 502 pages : illustrations ; 28 cm

Place of Publication:

Baltimore, Md. : Paul H. Brookes, [2004]

Summary:

Developed through a decade of work with elementary and middle school children, The Writing Lab Approach gives SLPs and other education professionals innovative computer-supported activities for improving the language and writing skills of all students. This comprehensive guidebook focuses on three key components -- writing process instruction, computer supports, and inclusive practices. Filled with teaching tips; student writing samples; case studies; and strategies for teaching gifted students, English language learners, and students with language and learning disabilities, this book offers a fresh approach to helping all children become skillful writers and communicators.

Contents:

I Using the Writing Lab Approach to Provide Instruction 1

1 Overview of the Writing Lab Approach 5

Communication Ability and Classroom Participation 5

Why Use the Writing Lab Approach? 6

Writing Process Instruction 7

Computer Supports 11

Inclusive Collaborative Practices 13

Values and "BACKDROP" Principles 14

2 Language Targets 33

Five Systems of Language 33

Spoken and Written Language: Distinctive but Reciprocal 48

Language Targets 54

3 Students with Language-Learning Needs 69

Students with Identified Special Education Needs 70

Students without Disabilities Who Need Instructional Support 81

Students Whose Language Is Different 82

Students with Different Cultures or Economic Disadvantages 87

4 Designing Instruction 91

Setting Up a Writing Lab 91

Planning Projects 99

Using the Computer Lab 102

Minilessons 106

Author Notebooks 121

Peer and Teacher Conferencing 124

Author Chair and Other Presentations 125

Appendix Minilesson Handouts for Author Notebooks 129

5 Scaffolding, Self-Regulation, and Author Profiles 159

The Basics of Scaffolding 159

Scaffolding Techniques 164

Scaffolding Students to More Mature Author Profiles 170

6 Scaffolding Writing Processes and Language Targets 191

Scaffolding Writing Processes 191

Scaffolding Language Targets 198

II Using Software Features to Support the Writing Process 221

7 Software Features that Support Planning and Organizing 225

Graphics-Based Idea Generation Tools 225

Text-Based Idea Generation Tools 238

Graphics-Based Organizational Aids 245

Text-Based Organizational Aids 249

8 Software Features that Support Drafting 255

Picture Symbols 255

Word Prediction and Word Banks 256

Abbreviation Expansion and Macros 259

Collaborative Writing 260

Speech Recognition 261

9 Software Features that Support Revising and Editing 267

Standard Editing Tools 267

Thesaurus and Rhyming Word Tools 269

Spelling Checkers 271

Homonym Checkers 274

Grammar Checkers 275

On-Screen Manuals 276

Speech Synthesis 277

10 Software Features that Support Publishing 281

Desktop Publishing 281

Desktop and Web Presentation 287

11 Specialized Access and Keyboarding 293

Access Solutions for Students with Physical Impairments 294

Keyboard Modifications 294

Access Solutions for Students with Visual Impairments 299

Access Solutions for Students with Cognitive Impairments 300

Keyboarding Considerations 301

12 Software Selection Processes 307

Locating Text-Processing Software 307

Evaluating Text-Processing Software 310

Matching Software Features to Student Needs 312

Other Software Selection Considerations 315

III Using Collaborative Teams to Implement Inclusive, Individualized Services 317

13 Supporting Inclusion Through Collaboration 319

Levels of Inclusion: From Visitor to Resident 320

Building Collaborative Relationships 323

Achieving Resident Status: Turning Points 340

Self-Evaluation Tool for Teams 347

14 Identifying Needs Through Formal and Informal Assessment 351

Assessment Concerns 351

Formal Assessment 360

Informal Assessment 363

15 Written Language Sample Analysis 369

Analysis Framework 372

Assessing Writing Processes 372

Assessing Written Products 376

Assessing Related Spoken Language Abilities 406

Appendix Writing Assessment Forms 410

16 Using Goals, Objectives, and Benchmarks to Guide Instruction and Measure Change 419

Connecting Objectives to Assessment 419

Components of Objectives 421

Strategies for Organizing Objectives 424

Planning Objectives Across Language Targets 425

Documenting Evidence of Change 433

Engaging Students in Measuring Change 444

17 Evidence of Change 449

Using a Case Study Format to Document Change 450

Evidence of Language Growth 455

Broader Implications of Change 477.

Notes:

Includes bibliographical references (pages 479-494) and index.

ISBN:

1557666733

OCLC:

52540006