Meeting the Needs of Middle School Writers in a Special Education Classroom: SRSD for the Informational Genre Citing Text-Based Evidence

Author:

FitzPatrick Erin R.,McKeown Debra

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference39 articles.

1. Alevriadou, A., & Giaouri, S. (2015). The impact of executive functions in the written language process: Some evidence from children with writing disabilities. Journal of Psychologists & Counselors in Schools, 25, 24–37. https://doi.org/10.1017/jgc.2015.3.

2. Bak, N., & Asaro-Saddler, K. (2013). SRSD for students with emotional behavioral disorders. Beyond Behavior, 22(3), 46–53. https://doi.org/10.1177/107429561302200307.

3. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as a learning profession: Handbook for policy and practice (pp. 3–31). San Francisco: Jossey-Bass.

4. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life. New York: Guilford Press.

5. Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teacher’s classroom practices in writing: A national survey. Reading & Writing, 29, 929–954.

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