Teaching Beginning Writers, Second Edition

David L. Coker Jr., EdD, is Professor in the School of Education at the University of Delaware, where he teaches courses on language, writing, and reading. His research explores effective approaches to writing instruction, writing development, and writing assessment, with a focus on understanding struggling writers. Dr. Coker's interest in writing emerged from his experiences as a classroom teacher. He has published articles in leading journals of literacy, educational psychology, and learning disabilities.Kristen D. Ritchey, PhD, is Professor in the School of Education at the University of Delaware, where she teaches courses in reading and writing interventions and special education. Her research focuses on evidence-based interventions for young students with reading and writing disabilities and difficulties. A former elementary special education teacher, Dr. Ritchey has developed assessments and literacy interventions for students in need of supplemental and intensive interventions, as well as writing curricula for kindergarten and first grade. Her research has been published in leading special education and education journals.

“This is one of the very few books that truly captures what it’s like to teach writing in primary classrooms. If you’ve ever felt overwhelmed trying to meet all your students’ needs, this book breaks writing instruction into clear, research-based practices that are actually doable during a busy school day. With a strong focus on explicit instruction, modeling, and building syntax knowledge, the authors give teachers practical ways to support students right away.â€--Susan Jones, MEd, first-grade teacher, Middleton School District, Massachusetts“This book provides the most comprehensive guidance to date for early writing development and instruction. It is grounded in foundational theories and supported by rigorous research. The authors describe instructional practices that reflect the multiple components of writing, including transcription skills (such as handwriting and spelling) and text generation skills (composing). Positioning language at the center of writing, the authors highlight strategies for building young writers' purpose and motivation for writing in multiple genres. The book reinforces the connections between reading and writing, demonstrating how a variety of skills across developmental domains are integrated to yield cohesive and accurate writing.â€--Hope K. Gerde, PhD, Professor and Dean’s Excellence Chair, Department of Teaching, Learning, and Culture, Texas A&M University-