Problems in Written Expression: Assessment and Remediation

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Guilford Press, 1989 - Psychology - 178 pages
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Elucidating the different components essential for effective written communication, this examination of current approaches to the evaluation and remediation of deficient writing skills identifies the crucial issues to be addressed and outlines appropriate assessment procedures. To a far greater extent than other texts in the field, PROBLEMS IN WRITTEN EXPRESSION reviews in detail both norm- and criterion-referenced tests, including analyses of their technical adequacy--standardization, reliability, and validity. Curriculum-based and informal assessment procedures are also presented for each area.
In particular, the book focuses on such key areas as mechanics, the ability to form legible letters, words, and numbers; production, the ability to convey ideas and feelings with sufficient support; conventions, the observance of capitalization, punctuation, and spelling rules; and linguistics, the ability to use correct syntax and a varied vocabulary. Also considered throughout is the cognitive component of written expression, that is, the ability to develop a logical, sequential, and coherent product.
An informative overview of the assessment process highlights valuable sources of assessment information, clarifies the decision-making process involved in determining eligibility for special education services, and offers practical guidance in planning instructional programs and monitoring student progress. A separate chapter on specific remediation strategies-- especially for handwriting, spelling, and composition skills-- surveys readily available remedial materials and their suitability for various types of students.
For all school psychologists, education consultants, and special education teachers--as well as classroom teachers involved in the evaluation of writing skills-- PROBLEMS IN WRITTEN EXPRESSION offers expert advice on targeting problem skill areas, choosing appropriate assessment procedures, and developing effective remedial programs. The book serves equally well as a graduate-level text for courses on assessment of learning problems.

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