Evidence-Based Assessment and Intervention for Problems with Writing in School Psychology

Writing is considered to be one of the most difficult academic areas to teach, yet it is an essential skill for academic success and communication. Research in the area of writing development and assessment is limited. Having knowledge of the instructional, linguistic and cognitive factors that impact writing development will allow school psychologists to serve as effective consultants and evaluators of writing difficulties. The definition and prevalence of written expression disorder will be discussed, in addition to common writing difficulties that are observable in a classroom setting. Tools for assessing written language (norm-referenced tests, curriculum-based measures, observations and writing rubrics) will be examined. Evidence-based instructional methods and interventions for specific writing difficulties will also be outlined. The chapter will conclude with a case study which outlines the process of evaluating and identifying specific writing difficulties and making appropriate recommendations.