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Article: Progress monitoring with objective measures of writing performance for students with mild disabilities.
- Article from:
- Exceptional Children
- Article date:
- September 1, 1991
- Author:
CopyrightCOPYRIGHT 1991 Council for Exceptional Children. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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The neglect of writing in the public schools has been well documented in both regular and special education (Bridge & Hiebert, 1985; Roit & McKenzie, 1985). This neglect is reflected both in the small amount of dedicated instructional time (Leinhardt, Zigmond, & Cooley, 1980) and in the small number of individual education program (IEP) objectives for writing (Schenck, 1981), yet the prevalence and degree of writing deficiencies among students with mild handicaps is considerable. These writing deficiencies include mechanical errors (Thomas, Englert, & Gregg, 1987), inability to conform to a topic (Englert & Thomas, 1987), inability to produce a cohesive story ...