ERIC Number: EJ1451580
Record Type: Journal
Publication Date: 2025-Jan
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: EISSN-1538-4810
Assessing Writing across Levels of Language to Identify Instructional Needs
Intervention in School and Clinic, v60 n3 p141-149 2025
Educators are faced with many decisions regarding supporting students' writing. While writing achievement and curriculum-based measure scores provide numbers that are important for high-stakes decisions like determining special education eligibility, they do not provide educators with information on a student's explicit instruction needs. Written products can provide substantial information if educators know what to look for. This article offers five steps within an empirically supported framework to describe a student's writing at a finely grained level and connect their writing performance to instructional planning.
Descriptors: Writing Evaluation, Writing Skills, Student Evaluation, Special Education, Individualized Education Programs, Individualized Instruction, Instructional Development, Skill Analysis
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: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A210061; R305A160049