Gary A. Troia 
Instruction and Assessment for Struggling Writers [EPUB ebook] 
Evidence-Based Practices

Introduction,
Gary A. Troia

I. Theoretical Grounding: The Nature of Writing Problems in Struggling Writers

1. Multiple Processes That Matter in Writing Instruction and Assessment,
Virginia W. Berninger, Noelia P. Garcia, and
Robert D. Abbott

2. Self-Efficacy and Procrastination in the Writing of Students with Learning Disabilities,
Robert M. Klassen and
Christine Welton

II. Contemporary Classroom Writing Instruction and Struggling Writers

3. The Effects of Writing Workshop Instruction on the Performance and Motivation of Good and Poor Writers,
Gary A. Troia,
Shin-ju C. Lin,
Brandon W. Monroe, and
Steven Cohen

4. Connecting Reading and Writing Instruction for Struggling Learners,
Timothy Shanahan

5. Informational Writing across the Curriculum,
Carol Sue Englert,
Cynthia M. Okolo, and
Troy
V. Mariage

III. Teaching Composing to Struggling Writers

6. Teaching Composing to Students with Learning Disabilities: Scientifically Supported Recommendations,
Steve Graham,
Natalie G. Olinghouse, and
Karen R. Harris

7. Written Composition Instruction and Intervention for Students with Language Impairment,
Nickola W. Nelson,
Froma P. Roth, and
Adelia M. Van Meter

8. Teaching Written Expression to Culturally and Linguistically Diverse Learners,
Anne W. Graves and
Robert Rueda

9. Using Technology to Teach Composing to Struggling Writers,
Charles A. Mac Arthur

IV. Teaching Spelling to Struggling Writers

10. Teaching Spelling to Students with Language and Learning Disabilities,
Louisa C. Moats

11. Spelling and English Language Learning,
Pauline B. Low and
Linda S. Siegel

V. Assessment of Writing by Struggling Writers

12. Classroom Portfolio Assessment for Writing,
Maryl Gearhart

13. Assessment of Student Writing with Curriculum-Based Measurement,
Betty J. Benson and
Heather M. Campbell

14. Language-Based Assessment of Written Expression,
Cheryl M. Scott

Gary A. Troia, Ph D, CCC-SLP, is Associate Professor of Special Education at Michigan State University, where he is also a Principal Investigator with the Literacy Achievement Research Center. He was a faculty member at the University of Washington in Seattle before assuming his current position at Michigan State. Prior to receiving his doctorate from the University of Maryland in 2000, he worked for 10 years in the public schools as a special educator and speech-language pathologist, and for 6 years as a university clinical supervisor. Dr. Troia is a consulting editor for several journals, including Exceptional Children,  Journal of Learning Disabilities , and  Learning Disability Quarterly , and is an associate editor of  Language, Speech, and Hearing Services in Schools . He has written over two dozen research papers and book chapters and has given numerous presentations about his work in the areas of phonological processing, writing assessment and instruction, and teacher professional development in literacy.