The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter…

The What Works Clearinghouse (WWC) Practice Guide, "Teaching Secondary Students to Write Effectively," offers educators three specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This summary focuses on the second of the three recommendations: Integrate writing and…

This revised edition updates and expands on the first edition published in 2016. In this revised edition, theories of different types of learning strategies are expanded and more recent studies are added. A large amount of tabular information is also reconstructed in a more meaningful manner. The book is divided into five chapters. Chapter one…

The What Works Clearinghouse (WWC) Practice Guide, "Teaching Secondary Students to Write Effectively," offers educators three specific, evidence-based recommendations that address the challenges of teaching students in grades 6-12 to write effectively. This summary focuses on the first of the three recommendations: Explicitly teach…

How do you show students that revision is more than a classroom exercise to please the teacher? Take them into the real world of writing for publication. In Real Revision, award-winning author and teacher Kate Messner demystifies the revision process for teachers and students alike and provides tried-and-true revision strategies, field tested by…

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…

If writing teachers want to use modality effectively, they first have to deal with three problems: identification of markers of modality in English; representation (the use of models for modality); and correlation (pedagogical usefulness, and writing strategies for students). Two models of modality address the problems which writing teachers…

Learning to write is a complex process that depends on mastering a variety of processes and skills, including how to plan compositions and regulate writing behavior. One approach that has been used successfully to teach both good and poor writers such processes is Self-Regulated Strategy Development (SRSD). With SRSD, students are taught…

A process approach to writing instruction for students with learning disabilities is presented. The approach involves students sharing their work with each other, receiving frequent response to their writing, using word processing to support fluent text production and ease revision, conferencing with teachers to develop writing strategies, and…

People write because they have something to say, when they have a rich experience to share, or when they have ideas to clarify and record. Effective writers learn how to communicate. This applies to adults as well as children. Teaching writing is about building on the language skills that children bring with them to school. Pupils need a rich…