Teaching Competence In Written Language :

A Systematic Program for Developing Writing Skills, 2^nd Edition

By Dana Phelps-Terasaki & Trisha Phelps-Gunn

Description

The program is divided into four units: Unit I focuses on developing ideas; Unit II focuses on independently writing and expanding sentences; Unit III focuses on writing paragraphs for a purpose; and Unit IV focuses on theme writing. Student worksheets, instruction pages and pictures are available for guided and independent practice. The teacher's manual provides instructions and scripts for the lessons.

Goal

This program was designed to systematically introduce writing skills to students with disabilities and to students with English as a second language, as well as remediate common errors in writing. It is recommended for use as the primary written expression program in special education and ESL classrooms and as a supplement for the designated written expression program in regular education classrooms.

Population

The program was written and field-tested for use with the following populations:

Children, adolescents and adults with learning disabilities or language disorders in

Remedial reading and writing programs

ESL students

Problem writers in regular language arts and English classes

Adult aphasics

The program can be used with students in grades 2 through 12 for individual, small or large group instruction. It can be implemented by teachers, clinicians and other professionals involved in the instruction of the populations listed above. Parents have also used this program effectively as a supplemental or solo home program.

Format

Materials are contained in a spiral notebook and a set of loose blackline masters.

Lessons are divided into four units:

Unit I: Developing ideas and beginning sentence writing

Unit II: Expanding sentence writing to paragraph form

Unit III: Paragraph writing for a purpose

Unit IV: Writing themes

Lessons use a combination of scripted instructions, a visual cue system (the printed sentence guide) and interactive question and response to guide students through the steps in each skill.

Progress Monitoring

The teacher who is actively involved in each student's writing monitors progress in every session. Each student's writing is kept in a notebook to be periodically reviewed and a Personal Progress Chart is kept by each student in which they keep a record of their best-written effort at various skill levels within each unit.

Background

Although the program has no research-based evaluation, there is a substantial research base to support the interactive process between student and teacher, prompting and elaboration procedures, imaging techniques, and proofreading methods. The program uses adaptations of the 1966 Fitzgerald Key language acquisition program for the hearing impaired, the interactive teacher-student structure (Duchan, 1993; Kovarsky, 1990; Lee, Kowningskvecht, & Muhern, 1975; Panagos, 1996), and the emphasis on social and

contextual uses of written communication (Phelps & Phelps, 1982).

Strengths

--Goal of each lesson is addressed

--Consistent format

--Writing aid is clearly labeled

--Visual aids provide effective assistance

--User friendly

Weaknesses

--Lacks independent research evaluation

--Visual aid writing chart spacing is inadequate

Ordering Information

Pro-Ed, Inc.

8700 Shoal Creek Blvd.

Austin, TX 78757-6897

800/897-3202

FAX: 800-397-7633

Online: www.proedinc.com

Cost

$59.00 - Order #9090

Currently used by: Heritage High School, Rockdale County, GA

Contact: Susan Wascom