About this ebook
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.
About the author
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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