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“Laud provided professional development in our district for several years. Student writing performance improved because our educators improved their practice by learning and applying the strategies now detailed in this book. We moved from the middle of the pack on the state assessment to a top-five performing district. Most important, our students learned skills that will last a lifetime. I could not recommend a book more highly!”

—Robert Mitchell, MEd, Retired Superintendent, Cumberland School Department, Cumberland, Rhode Island


“Laud didn’t just read every study she cites in this book; she analyzed them deeply, discussed them with colleagues, and even reached out to the original authors to ensure her interpretations were sound. Her commitment to getting it right is unmatched. In a field crowded with self-proclaimed experts and distant academic voices, Laud is a rare gem. She writes from the perspective of a teacher, for teachers—grounded, humble, and relentlessly honest. I wholeheartedly recommend this book to anyone serious about improving their writing instruction.”

—Nathaniel Hansford, author of The Scientific Principles of Teaching


“What an excellent book! The format is highly accessible, offering strategies that strengthen executive functions like working memory, planning, organization, and self-monitoring. Teachers learn to co-construct writing goals with students, implement think-alouds to model planning and revision, and teach students how to manage their emotions and reflect on their learning process. The ripple effect will extend beyond writing, supporting skills that help across the academic day and beyond. This book equips educators to unlock the full potential of their learners, making it a ‘must-have’ for any teacher, interventionist, or teacher educator. I can’t wait to use it for professional development!”

—Faith Borkowsky, MSEd, literacy consultant, New York; co-host, “The Literacy View” podcast

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About the Author

Leslie E. Laud, EdD, is Director at thinkSRSD, an educational consulting group that focuses on evidence-based writing instruction. She has served as Adjunct Professor at Bank Street College of Education and Columbia University, and as Research Partner at the Written Expression Language and Literacy Collaborative. Dr. Laud has worked as a principal, as a teacher in special education and general education settings, and as a literacy specialist. She has served as a Principal Investigator on federally funded research grants and has published empirical studies on writing instruction in peer-reviewed journals. She regularly speaks at conferences nationally and internationally, and consults to state departments of education, districts, and schools on how to implement evidence-based practices for teaching writing. Dr. Laud is passionate about implementation science, translational research, and human-centered design approaches that make it easier for educators to use practices found to succeed.

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Audience

Classroom teachers working with children ages 5–17 (grades K–12), literacy specialists and coaches, and teacher educators and students.

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Course Use

May serve as a supplemental text in advanced undergraduate- and graduate-level courses.