Exploring relationships between pre-service teachers' self-efficacy for writing and instruction provided in simulated elementary writing conferences.

Practice-based opportunities, like teaching simulations, are becoming more prevalent in teacher preparation programs. We sought to examine the instructional moves of 5 pre-service teachers during a simulated elementary writing conference using Mursion technology, a mixed-reality simulation (MRS) that emulates a classroom environment with student avatars. We examined both participants' self-efficacy and their instructional moves during MRS writing conferences.

International Perspectives on Spelling and Writing in Different Orthographies: Introduction to the Special Series.

This article serves as an introduction to the special issue on spelling and writing in different orthographies. Most studies and theoretical models of writing are based on the English language, and it is generally assumed that what is true for English is also true for other languages. Further, there are more studies on reading compared to studies of writing and spelling.

Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis.

In this meta-analysis, we examined whether children classified with specific language impairment (SLI) experience difficulties with writing. We included studies comparing children with SLI to (a) typically developing peers matched on age ( = 39 studies) and (b) typically developing younger peers with similar language capabilities ( = six studies). Children classified with SLI scored lower on writing measures than their typically developing peers matched on age ( = -0.

Elementary Grade Intervention Approaches to Treat Specific Learning Disabilities, Including Dyslexia.

Purpose: The purpose of this narrative review of the literature is to provide a description of intensive interventions for elementary grade students with dyslexia, students with learning disabilities, and students with intensive reading and writing needs.

Method: First, we provide a brief overview of response to intervention. Second, we explain our theoretical framework for the review.