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Evidence-Based Assessment and Intervention for Problems with Writing in School Psychology

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Abstract

Writing is considered to be one of the most difficult academic areas to teach, yet it is an essential skill for academic success and communication. Research in the area of writing development and assessment is limited. Having knowledge of the instructional, linguistic and cognitive factors that impact writing development will allow school psychologists to serve as effective consultants and evaluators of writing difficulties. The definition and prevalence of written expression disorder will be discussed, in addition to common writing difficulties that are observable in a classroom setting. Tools for assessing written language (norm-referenced tests, curriculum-based measures, observations and writing rubrics) will be examined. Evidence-based instructional methods and interventions for specific writing difficulties will also be outlined. The chapter will conclude with a case study which outlines the process of evaluating and identifying specific writing difficulties and making appropriate recommendations.

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Authors and Affiliations

  1. St. John’s University, 8000 Utopia Parkway, Jamaica, NY, 11439, USA

    Robyn Kurasaki

  2. The Dyslexia-SPELD Foundation, 409, South Perth, WA, 6151, Australia

    Kimberley Bloor

  3. School Psychology, St. John’s University, Jamaica, NY, 11439, USA

    Megan Sy

  4. Connetquot Central School District, School Psychology, St. John’s University, Jamaica, NY, 11439, USA

    Courtney Huguenin

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  1. Robyn Kurasaki
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  2. Kimberley Bloor
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  3. Megan Sy
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  4. Courtney Huguenin
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Correspondence to Kimberley Bloor .

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Editors and Affiliations

  1. Department of Psychological Sciences, Swinburne University of Technology, Hawthorn, Victoria, Australia

    Monica Thielking

  2. St. John’s University, Jamaica, New York, USA

    Mark D. Terjesen

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Kurasaki, R., Bloor, K., Sy, M., Huguenin, C. (2017). Evidence-Based Assessment and Intervention for Problems with Writing in School Psychology. In: Thielking, M., Terjesen, M. (eds) Handbook of Australian School Psychology. Springer, Cham. https://doi.org/10.1007/978-3-319-45166-4_11

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