Writing and Writing Difficulties from Primary Grades to College: Introduction to the Special Issue

Autor/inn/en	Graham, Steve; Hall, Tracey E.
Titel	Writing and Writing Difficulties from Primary Grades to College: Introduction to the Special Issue
Quelle	In: Learning Disability Quarterly, 39 (2016) 1, S.3-4 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948715592154
Schlagwörter	Writing Skills; Writing Difficulties; Learning Disabilities; Evidence Based Practice; Elementary School Students; Secondary School Students; College Students + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Schreibstörung; Learning handicap; Lernbehinderung; Sekundarschüler; Collegestudent
Abstract	In today's world, writing is an essential skill. At school, writing is often used to gauge students' understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01