Overview

Writing is a challenging task for many children. To address this issue, many educational researchers advocate for schools to implement a multi-tiered systems of support (MTSS) model where struggling writers can be detected as early as kindergarten and provided with intervention programming to improve their skills and hopefully not need long-term placement in special education. Traditionally, schools have employed the wait-to-fail model where children were offered the opportunity to learn to read, write, and do math in the first few years of elementary school; if they still struggled at the end of third grade (age eight), then they would be assessed for special education. The problem with this was not only a delayed assessment timeline, but also the standardized tests not having an adequate set of questions to assess early-elementary grade skills, as well as the ethical problems and racial/ethnic biases of test questions. MTSS provides educators with a renewed emphasis on early intervention and progress-monitoring assessment once or twice a week to monitor each student's skills and make instructional changes to promote success. This book offers a description and case examples of how schools and teachers can apply MTSS concepts for writing.

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9781527541795

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Dr Michael Dunn is an Associate Professor of Special Education and Literacy at Washington State University Vancouver, USA, and teaches undergraduate and graduate courses applicable to K-12 educators. His areas of interest focus on developing literacy interventions with technology tools for struggling writers. He has authored multiple journal articles and book chapters, and previously taught in Toronto-area elementary and middle schools for 11 years. He is the recipient of the 2011-2012 Outstanding Article Award from the Organization of Teacher Educators in Reading, a group within the International Literacy Association, for his 2011 publication in their Journal of Reading Education.

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