Co-participation evaluation: Students with writing problems become aware of their writing abilities and progress

Reading and Writing Quarterly

Volumn 19, Issue 4, 2003, Pages 329-346

  Wansart, William L ^a  

^a UNIVERSITY OF NEW HAMPSHIRE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248710540     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560390226038     Document Type: Article

References (11)

1. Dahl, R. (1990). Esio trot. New York: Viking.
2. Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury.
3. Hansen, J. (1998). When learners evaluate. Portsmouth, NH: Heinemann.
4. Madigan, D., & Koivu-Rybicki, V. T. (1997). The writing lives of children. York, ME: Stenhouse.
5. Paulsen, G. (1988). The voyage of the frog. New York: Viking.
6. Romano, T. (1995). Writing with passion: Life stories, multiple genres. Portsmouth, NH: Heinemann.
7. Salvia, J., & Ysseldyke, J. E. (1998). Assessment (7th ed.). Boston: Houghton Mifflin Co.
8. Skirtic, T. M. (1991). The special education paradox: Equity as the way to excellence. Harvard Education Review, 61, 148-204.
9. Wansart, W. L. (1995). Teaching as a way of knowing: Observing and responding to student's abilities. Remedial and Special Education, 16, 166-177.
10. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
11. Wolf, D. P. (1993). There and then, intangible and internal: Narrative in early childhood, hi B. Spodek (Ed.). Handbook of research in the education of young children (pp. 42-56). New York: Macmillan.