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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
Katherine A. Valentine; Adrea J. Truckenmiller
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.
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