Analysis of Student Informational Writing to Personalize Writing Instruction
In this article, recent developments in the assessment of writing, especially informational writing, are connected with research-based instruction that is likely to have an impact on students with disabilities and the wide range of student writing development in Grades 3 to 8. The objectives are for educators to assess, interpret, and set goals for five components of writing that have the greatest influence on informational writing development and connect directly with instruction. The five components are: informational text structure, vocabulary, typing fluency, spelling, and sentence accuracy. Educators are introduced to instructional routines that can be embedded in any curriculum within general education or special education programming.
Authors
- Adrea J. Truckenmiller (ORCID: https://orcid.org/0000-0002-6101-6175)
- Katherine A. Valentine (ORCID: https://orcid.org/0009-0008-1817-3723)
- Julia Bachmann (ORCID: https://orcid.org/0000-0001-9001-6505)
- Pamella Moura (ORCID: https://orcid.org/0009-0006-5881-8552)
- Lindy Johnson
- Cherish M. Sarmiento (ORCID: https://orcid.org/0000-0002-2328-1007)
- Lauren Hennenfent (ORCID: https://orcid.org/0000-0002-8730-8117)
- Samantha Bourgeois
- Ellie Friedman
Institutions
- Utah State University (US)
- Michigan State University (US)
Publication Details
- Journal
- Intervention in School and Clinic
- Published
- 2025-06-16
- DOI
- https://doi.org/10.1177/10534512251346794
- Citations
- 2
- Primary Topic
- Writing and Handwriting Education
- Type
- article
- Field-Weighted Citation Impact
- 17.85
Funders
- Office of Special Education Programs, Office of Special Education and Rehabilitative Services
- Institute of Education Sciences