Cara Membuat Uang di Pilihan Biner Perdagangan di Ukraina Apa itu Opsi Biner dan Bagaimana Anda Menghasilkan Uang Opsi biner adalah produk keuangan yang cepat dan sangat sederhana yang memungkinkan investor untuk bertaruh apakah harga aset akan naik atau turun di Masa depan, misalnya harga saham Google, nilai tukar USDGBP, atau harga emas. Rentang waktu bisa sesedikit 60 detik, sehingga memungkinkan untuk melakukan perdagangan ratusan kali per hari. Sebelum Anda melakukan perdagangan, Anda tahu persis berapa banyak keuntungan Anda jika prediksi Anda benar, biasanya 70-95 8211 jika Anda bertaruh 100 Anda akan menerima 170 8211 195 tentang perdagangan yang sukses. Hal ini membuat keputusan manajemen dan perdagangan berisiko jauh lebih sederhana. Hasilnya selalu merupakan jawaban Ya atau Tidak 8211 Anda bisa memenangkan semuanya atau Anda kehilangan semuanya 8211 karena itu merupakan pilihan 8220 biner 8221. Untuk memulai trading anda terlebih dahulu membutuhkan akun broker. Pilih salah satu dari daftar broker yang disarankan. Dimana hanya pialang yang telah menunjukkan diri mereka dapat dipercaya disertakan. Pialang teratas telah terpilih sebagai pilihan terbaik bagi kebanyakan trader. Jika Anda benar-benar baru dengan opsi biner Anda dapat membuka akun 8220demo8221 dengan kebanyakan broker, untuk mencoba platform mereka dan melihat seperti apa yang ingin diperdagangkan sebelum Anda menyetorkan uang sungguhan. Pendahuluan Video 8211 Cara Memasarkan Pilihan Biner Video ini akan mengenalkan Anda pada konsep opsi biner dan bagaimana perdagangan bekerja. Jika Anda ingin mengetahui rincian lebih lanjut, baca keseluruhan halaman ini dan ikuti tautan ke semua artikel yang lebih mendalam. Perdagangan biner tidak harus rumit, tapi seperti topik apapun Anda bisa mendidik diri sendiri untuk menjadi ahli dan menyempurnakan keahlian Anda. Jenis Opsi Jenis pilihan biner yang paling umum adalah perdagangan 8220UpDown8221 sederhana. Namun ada beberapa jenis pilihan. Satu faktor yang umum, adalah hasilnya akan menghasilkan hasil 8220binary8221 (Ya atau Tidak). Berikut adalah beberapa jenis yang tersedia: UpDown atau HighLow 8211 Opsi biner dasar dan paling umum. Akankah harga selesai lebih tinggi atau lebih rendah dari harga saat ini pada saat kadaluwarsa. InOut, Range atau Boundary 8211 Opsi ini menetapkan angka 8220high8221 dan angka 8220low8221. Pedagang memprediksi apakah harga akan selesai di dalam, atau di luar, dari level ini (atau 8216boundaries8217). TouchNo Touch 8211 Ini telah menetapkan tingkat, lebih tinggi atau lebih rendah dari harga saat ini. Pedagang harus meramalkan apakah harga aktual akan menentukan tingkat di mana saja antara waktu perdagangan berakhir. Perhatikan dengan pilihan sentuhan, bahwa perdagangan dapat ditutup sebelum waktu kadaluwarsa 8211 jika tingkat harga disentuh sebelum opsi berakhir, maka opsi 8220Touch8221 akan segera dilunasi, terlepas dari apakah harga bergerak menjauh dari tingkat sentuhan sesudahnya. Tangga 8211 Pilihan ini berperilaku seperti perdagangan UpDown normal, namun daripada menggunakan harga strike saat ini, tangga akan memiliki tingkat harga yang ditetapkan (8216laddered8217 semakin naik atau turun). Hal ini seringkali bisa terjadi dari harga strike saat ini. Umumnya membutuhkan pergerakan harga yang signifikan, pembayaran akan sering melampaui 100 8211 namun kedua sisi perdagangan mungkin tidak tersedia. Cara Berdagang 8211 Langkah demi Langkah Panduan Berikut adalah panduan langkah demi langkah untuk menempatkan perdagangan biner: Pilih broker Gunakan ulasan broker dan alat perbandingan untuk menemukan situs perdagangan biner terbaik untuk Anda. Pilih aset atau pasar untuk diperdagangkan Daftar aset sangat besar, dan mencakup Komoditi, Saham, Forex atau Indeks. Harga minyak atau harga saham Apple misalnya. Pilih waktu kadaluwarsa Pilihan dapat berakhir antara 30 detik sampai satu tahun. Tetapkan ukuran perdagangan Ingat 100 dari investasi beresiko Klik Call Put or Buy Sell Apakah nilai aset naik atau turun Beberapa label broker berbeda. Periksa dan konfirmasikan perdagangan Banyak pialang memberi pedagang kesempatan untuk memastikan rinciannya benar sebelum mengkonfirmasi perdagangan. Pilih Broker Tidak trader akan lebih sukses dibanding brokernya yang jujur. Perdagangan opsi biner masih belum diatur dengan baik sehingga bisa dianggap sebagai alternatif investasi yang mapan, sehingga ada banyak operator yang tidak jujur yang mencoba memanfaatkan pedagang naif. Catat Don8217t pernah berdagang dengan broker atau gunakan layanan yang ada di daftar hitam dan halaman penipuan kami. Tetap dengan yang kami rekomendasikan di sini di situs ini. Berikut adalah beberapa cara pintas ke halaman yang dapat membantu Anda menentukan broker mana yang tepat untuk Anda: Bandingkan semua broker 8211 jika Anda ingin membandingkan fitur dan tawaran semua broker yang direkomendasikan. Bonus dan Penawaran 8211 jika Anda ingin memastikan Anda mendapatkan uang ekstra untuk diperdagangkan, atau promosi dan penawaran lainnya. Broker deposit minimum rendah 8211 jika Anda ingin berdagang secara nyata tanpa harus menyetor sejumlah besar uang. Demo Account 8211 jika Anda ingin mencoba platform perdagangan 8220 untuk real8221 tanpa menyetorkan uang sama sekali. Halal Brokers 8211 jika Anda adalah salah satu dari jumlah pedagang Muslim yang terus bertambah. Daftar Aset Jumlah dan keragaman aset yang bisa Anda tukar bervariasi dari broker ke broker. Kebanyakan broker memberikan opsi pada aset populer seperti pasangan forex utama termasuk EURUSD, USDJPY dan GBPUSD, serta indeks saham utama seperti FTSE, SampP 500 atau Dow Jones Industrial. Komoditi termasuk emas, perak, minyak umumnya juga ditawarkan. Saham individu dan ekuitas juga dapat diperdagangkan melalui banyak broker biner. Tidak semua stok akan tersedia, namun umumnya Anda dapat memilih dari sekitar 25 sampai 100 saham populer, seperti Google dan Apple. Daftar ini berkembang sepanjang waktu sesuai permintaan. Daftar aset selalu tercantum secara jelas di setiap platform perdagangan, dan kebanyakan pialang membuat daftar aset lengkap mereka tersedia di situs mereka. Informasi daftar aset lengkap juga tersedia dalam ulasan kami. Waktu Kedaluwarsa Waktu kadaluarsa adalah titik di mana perdagangan ditutup dan diselesaikan. Satu-satunya pengecualian adalah di mana opsi 8216Touch8217 telah mencapai level preset sebelum kadaluwarsa. Kedaluwarsa untuk perdagangan tertentu bisa berkisar antara 30 detik, sampai satu tahun. Sementara binari awalnya dimulai dengan waktu yang sangat singkat, permintaan telah memastikan bahwa sekarang ada rentang waktu kadaluarsa yang tersedia. Beberapa broker bahkan memberi para pedagang fleksibilitas untuk menentukan waktu kadaluarsa mereka sendiri. Expiries umumnya dikelompokkan menjadi tiga kategori: Short Term Turbo 8211 Ini biasanya digolongkan sebagai kadaluarsa dalam 5 menit Normal 8211 Ini akan berkisar dari 5 menit, sampai dengan 8216end of day8217 expiries yang akan berakhir saat pasar lokal untuk menutup aset tersebut. Jangka panjang 8211 Kedaluwarsa di luar akhir hari akan dianggap jangka panjang. Jangka waktu terlama mungkin 12 bulan. Regulasi Sementara lamban bereaksi terhadap opsi biner pada awalnya, regulator di seluruh dunia sekarang mulai mengatur industri dan membuat kehadiran mereka terasa. Regulator utama saat ini termasuk: Otoritas Perilaku Keuangan (FCA) 8211 Inggris regulator Siprus Securities and Exchange Commission (CySec) 8211 Cyprus Regulator, sering 8216passported8217 di seluruh UE, di bawah Komisi Perdagangan Berjangka Komoditi Berjangka (CFTC) 8211 Regulator AS Ada juga regulator yang beroperasi Di Malta dan Isle of Man. Banyak otoritas lain sekarang menaruh minat pada biner secara khusus, terutama di Eropa di mana regulator domestik sangat antusias untuk mendukung peraturan CySec. Broker yang tidak diatur masih beroperasi, dan sementara ada yang dapat dipercaya, kurangnya peraturan merupakan tanda peringatan yang jelas bagi calon pelanggan baru. Strategi dan Panduan Kami memiliki banyak panduan dan artikel strategi yang rinci untuk pendidikan umum dan teknik perdagangan khusus. Berikut adalah beberapa hal untuk Anda mulai jika Anda ingin mempelajari dasar sebelum memulai trading. Anda bisa menemukan lebih banyak lagi di halaman strategi. Sinyal dan Layanan Lainnya Untuk membaca lebih lanjut tentang sinyal dan ulasan terhadap berbagai layanan, masuklah ke halaman sinyal. Panduan Pemula Jika Anda benar-benar baru dalam dunia perdagangan, tonton video hebat ini oleh Profesor Shiller dari Universitas Yale yang memperkenalkan gagasan utama pilihan: Pendidikan untuk pemula: Jenis Perdagangan Cara Mengatur Perdagangan Kemampuan untuk menukar berbagai jenis Pilihan biner dapat dicapai dengan memahami konsep tertentu seperti strike price atau price barrier, dan tanggal kadaluwarsa. Semua perdagangan memiliki tanggal saat kadaluarsa. Bila perdagangan berakhir, perilaku aksi harga sesuai dengan jenis yang dipilih akan menentukan apakah itu keuntungan (dalam uang) atau dalam posisi rugi (out-of-the-money). Selain itu, target harga adalah level kunci yang ditetapkan oleh trader sebagai tolok ukur untuk menentukan hasil. Kita akan melihat penerapan target harga saat kita menjelaskan berbagai jenis. Ada tiga jenis perdagangan. Masing-masing memiliki variasi yang berbeda. Ini adalah: Mari kita bawa mereka satu per satu. Disebut juga perdagangan binary UpDown, intinya adalah untuk memprediksi apakah harga pasar aset akan berakhir lebih tinggi atau lebih rendah dari harga strike (target harga yang dipilih) sebelum masa kadaluarsa. Jika trader mengharapkan harga naik (the Up or High trade), dia membeli opsi call. Jika dia mengharapkan harga turun ke bawah (Low atau Down), dia membeli opsi put. Waktu kadaluwarsa bisa serendah 5 menit. Harap dicatat: beberapa broker mengklasifikasikan UpDown sebagai jenis yang berbeda, di mana seorang pedagang membeli opsi panggilan jika dia memperkirakan harga akan naik melebihi harga saat ini, atau membeli opsi put jika dia memperkirakan harga akan turun di bawah harga sekarang. Anda mungkin melihat ini sebagai tipe RiseFall pada beberapa platform perdagangan. Tipe InOut, yang juga disebut perdagangan 8220tunnel8221 atau perdagangan 82221, digunakan untuk mengkonsolidasikan konsolidasi perdagangan (in) dan breakout (out). Bagaimana cara kerjanya Pertama, trader menetapkan dua target harga untuk membentuk kisaran harga. Dia kemudian membeli opsi untuk memprediksi apakah harga akan tetap berada dalam rangetunnel price sampai expiration (In) atau jika harga akan menembus kisaran harga di kedua arah (Out). Cara terbaik untuk menggunakan biner terowongan adalah dengan menggunakan titik pivot aset. Jika Anda sudah familiar dengan pivot point di forex, maka Anda harus bisa menukar jenis ini. TouchNo Touch Tipe ini didasarkan pada aksi harga yang menyentuh penghalang harga atau tidak. Pilihan Sentuhan adalah jenis di mana pedagang membeli kontrak yang akan memberikan keuntungan jika harga pasar aset yang dibeli menyentuh harga target yang ditetapkan setidaknya sekali sebelum kadaluwarsa. Jika aksi harga tidak menyentuh target harga (strike price) sebelum kadaluwarsa, maka trade akan berakhir sebagai loss. Sentuhan Tidak ada adalah kebalikan dari Sentuhan. Di sini Anda bertaruh pada tindakan harga aset dasar yang tidak menyentuh harga strike sebelum masa kadaluarsa. Ada variasi tipe ini dimana kita memiliki Double Touch dan Double No Touch. Disini trader bisa menetapkan dua target harga dan membeli kontrak yang bertaruh pada harga menyentuh kedua target sebelum kadaluarsa (Double Touch) atau tidak menyentuh kedua target sebelum kadaluarsa (Double No Touch). Biasanya Anda hanya akan menggunakan perdagangan Double Touch saat terjadi volatilitas pasar yang tajam dan harga diperkirakan akan menghasilkan beberapa tingkat harga. Beberapa broker menawarkan ketiga jenis itu, sementara yang lain menawarkan dua, dan ada beberapa penawaran yang hanya menawarkan satu varietas. Selain itu, beberapa broker juga menetapkan batasan tentang tanggal kadaluwarsa ditetapkan. Untuk mendapatkan yang terbaik dari berbagai jenis, pedagang disarankan untuk berkeliling broker yang akan memberi mereka fleksibilitas maksimum dalam hal jenis dan waktu kadaluarsa yang dapat ditetapkan. Mobile Apps Trading melalui ponsel Anda telah dibuat sangat mudah karena semua pialang utama menyediakan aplikasi perdagangan mobile yang sepenuhnya berkembang. Sebagian besar platform trading telah dirancang dengan pengguna perangkat mobile. Jadi versi mobile akan sangat mirip, kalau tidak sama, seperti versi full web. Pialang akan melayani perangkat iOS dan Android, dan menghasilkan versi untuk masing-masing. Unduhan cepat dilakukan, dan pedagang juga bisa mendaftar melalui situs mobile. Ulasan kami mengandung lebih banyak detail tentang setiap aplikasi seluler payau, namun sebagian besar sepenuhnya menyadari bahwa ini adalah area perdagangan yang berkembang. Pedagang ingin segera bereaksi terhadap berita dan update pasar, sehingga broker menyediakan alat bagi klien untuk melakukan perdagangan dimanapun mereka berada. FAQ Perdagangan Apa Pilihan Biner Berarti Pilihan 8220Binary8221 berarti, berikan dengan sangat sederhana, sebuah trade dimana hasilnya adalah jawaban YesNo 8216binary8217. Pilihan ini membayar jumlah yang tetap jika mereka menang (dikenal sebagai uang), namun seluruh investasi hilang, jika perdagangan biner kalah. Jadi, singkatnya, ini adalah bentuk opsi keuangan kembali tetap. Bagaimana Kerja Perdagangan Saham Langkah-langkah untuk memperdagangkan saham melalui opsi biner Pilih saham atau ekuitas. Identifikasi waktu kedaluwarsa yang diinginkan (Waktu opsi akan berakhir). Masukkan ukuran perdagangan atau investasi Tentukan apakah nilainya akan naik atau turun dan letakkan put atau call Langkah di atas akan sama di setiap broker tunggal. Lebih banyak lapisan kompleksitas dapat ditambahkan, namun saat memperdagangkan ekuitas, tipe perdagangan UpDown sederhana tetap menjadi yang paling populer. Opsi Put and Call Call and Put hanyalah istilah yang diberikan untuk membeli atau menjual opsi. Jika seorang trader berpikir harga dasarnya akan naik nilainya, mereka bisa membuka call. Tapi di mana mereka mengharapkan harga turun, mereka bisa menempatkan perdagangan put. Platform perdagangan yang berbeda memberi label pada tombol perdagangan mereka yang berbeda, beberapa bahkan beralih antara BuySell dan CallPut. Yang lain menjatuhkan frasa dan menelepon sama sekali. Hampir setiap platform perdagangan akan membuatnya benar-benar jelas arah mana trader membuka pilihan masuk Apakah Pilihan Biner Sebagai Scam Sebagai alat investasi finansial mereka sendiri bukanlah scam, tapi ada broker, robot trading dan penyedia sinyal yang tidak dapat dipercaya dan tidak jujur. Intinya bukan untuk menghapus konsep pilihan biner, hanya berdasarkan segelintir broker yang tidak jujur. Gambaran instrumen keuangan ini telah menderita sebagai akibat dari operator ini, namun regulator secara perlahan mulai melakukan penuntutan dan denda terhadap pelanggar dan industri sedang dibersihkan. Forum kami adalah tempat yang bagus untuk meningkatkan kesadaran akan kesalahan apapun. Pemeriksaan sederhana ini dapat membantu siapa pun menghindari penipuan: Pemasaran menjanjikan keuntungan yang sangat besar. Ini adalah tanda peringatan yang jelas. Binari adalah alat penghargaan tinggi dengan risiko tinggi, bukan skema uang online dan tidak boleh dijual seperti itu. Operator yang membuat klaim semacam itu sangat mungkin tidak dapat dipercaya. Tahu broker Beberapa operator akan menghubungi pelanggan baru ke broker yang mereka ajak, sehingga orang tersebut tidak tahu siapa akun mereka. Seorang pedagang harus tahu broker yang akan mereka jual dengan corong-corong ini sering kali jatuh ke dalam pemasaran cepat quick8221 yang cepat dibahas sebelumnya. Panggilan Dingin Pialang profesional tidak akan membuat panggilan dingin sehingga mereka tidak memasarkan diri mereka dengan cara itu. Panggilan dingin sering kali berasal dari pialang yang tidak diatur hanya tertarik untuk mendapatkan deposit awal. Lanjutkan dengan sangat hati-hati jika bergabung dengan perusahaan yang berhubungan dengan cara ini. Ini termasuk kontak email dan kontak langsung dari segala bentuknya. Syarat dan ketentuan . Saat mengambil bonus atau tawaran, baca syarat dan ketentuan lengkap. Beberapa akan memasukkan penguncian di setoran awal (di samping dana bonus) sampai volume perdagangan yang tinggi telah dibuat. Deposit pertama adalah broker sah pedagang yang tidak akan mengklaimnya sebagai saham mereka sebelum melakukan trading. Beberapa broker juga menawarkan pilihan untuk membatalkan bonus jika tidak sesuai dengan kebutuhan trader. Jangan biarkan orang memperdagangkan Anda. Jangan biarkan manajer 8220 yang ada diperjualbelikan untuk Anda. Ada konflik minat yang jelas, namun pialang broker ini akan mendorong pedagang melakukan deposit besar, dan mengambil risiko lebih besar. Pedagang tidak boleh membiarkan orang berdagang atas nama mereka. Strategi Perdagangan Yang Terbaik Strategi perdagangan biner unik untuk setiap perdagangan. Kami memiliki bagian strategi, dan ada beberapa ide yang bisa dilakukan eksperimen oleh trader. Analisis teknis berguna bagi beberapa pedagang, dikombinasikan dengan grafik dan penelitian tindakan harga. Pengelolaan uang sangat penting untuk memastikan pengelolaan risiko diterapkan pada semua perdagangan. Gaya yang berbeda akan sesuai dengan pedagang dan strategi yang berbeda juga akan berkembang dan berubah. Tidak ada strategi tunggal 8220best8221. Pedagang perlu mengajukan pertanyaan tentang tujuan investasi dan risk appetite mereka dan kemudian belajar apa yang sesuai untuk mereka. Apakah Pilihan Biner Perjudian Ini akan tergantung sepenuhnya pada kebiasaan trader. Tanpa strategi atau penelitian, maka investasi apapun akan menang atau kalah hanya berdasarkan keberuntungan. Sebaliknya, pedagang yang melakukan perdagangan dengan baik akan memastikan bahwa mereka telah melakukan semua yang mereka bisa untuk menghindari mengandalkan keberuntungan. Pilihan biner bisa digunakan untuk berjudi, tapi bisa juga digunakan untuk melakukan perdagangan berdasarkan nilai dan keuntungan yang diharapkan. Jadi jawaban atas pertanyaan akan turun ke pedagang. Keuntungan dari Perdagangan Biner Dunia dipenuhi dengan sejumlah besar pasar keuangan, dan kemajuan teknologi memungkinkan setiap pasar ini dapat diakses oleh rata-rata Joe yang memiliki koneksi internet dan komputer atau perangkat mobile. Dengan demikian, mungkin ada beberapa kebingungan mengenai apa pasar keuangan untuk berpartisipasi. Forex telah mendapat banyak perhatian karena janji-janji yang terlihat di halaman penjualan broker forex dan vendor tampaknya menunjukkannya sebagai cara uang mudah. Namun, karena pasar ini memiliki beberapa kekhasan dimana pedagang harus benar-benar di rumah dengan, banyak pedagang yang tidak siap telah melihat diri mereka berada di ujung pasar yang salah. Di sinilah pilihan biner datang untuk menyelamatkan dengan keunggulan uniknya dibanding bentuk perdagangan pasar lainnya. Risiko Finansial Minimal Jika Anda telah menukar forex atau sepupu yang lebih mudah menguap, minyak mentah atau logam spot seperti emas atau perak, Anda mungkin sudah bisa belajar satu hal: pasar ini membawa banyak risiko dan sangat mudah untuk diledakkan. pasar. Terlalu banyak parameter mempengaruhi hasil perdagangan yang harus dihadapi oleh trader. Hal-hal seperti leverage dan margin, berita acara, selip dan harga kembali, dll semua dapat mempengaruhi perdagangan negatif. Inilah sebabnya mengapa perdagangan pasar mata uang dan komoditas merupakan usaha yang berisiko. Situasinya berbeda dalam perdagangan opsi biner. Tidak ada pengaruh untuk bersaing, dan fenomena seperti selip dan harga kembali tidak berpengaruh terhadap hasil perdagangan opsi biner. Hal ini mengurangi risiko dalam perdagangan opsi biner paling lambat. Tidak seperti apa yang diperoleh di pasar lain, banyak broker mengembalikan sebagian kecil dari jumlah yang digunakan dalam kontrak pembelian saat perdagangan mengalami kerugian. Fleksibilitas Pasar opsi biner memungkinkan pedagang untuk memperdagangkan instrumen keuangan yang tersebar di pasar mata uang dan komoditas serta indeks dan obligasi. Fleksibilitas ini tidak ada bandingannya, dan memberi para pedagang pengetahuan tentang bagaimana menukar pasar ini, toko satu atap untuk menukar semua instrumen ini. Kesederhanaan Hasil perdagangan biner hanya berdasarkan satu parameter: arah. Pedagang pada dasarnya bertaruh pada apakah aset keuangan akan berakhir dalam arah tertentu. Selain itu, pedagang bebas menentukan kapan perdagangan berakhir, dengan menetapkan tanggal kadaluwarsa. Ini memberi sebuah perdagangan yang pada mulanya memulai dengan buruk kesempatan untuk berakhir dengan baik. Ini tidak terjadi pada pasar lain. Misalnya, pengendalian kerugian hanya bisa diraih dengan stop loss. Jika tidak, trader harus bertahan dalam penarikan jika sebuah perdagangan mengalami penurunan yang merugikan agar memberi ruang untuk berbalik menguntungkan. Poin sederhana yang dibuat di sini adalah bahwa dalam opsi biner, pedagang kurang perlu khawatir daripada jika dia melakukan perdagangan di pasar lain. Kontrol Perdagangan yang Lebih Besar Pedagang memiliki kontrol perdagangan yang lebih baik dalam binari. Misalnya, jika seorang pedagang ingin membeli sebuah kontrak, dia tahu sebelumnya, apa yang akan dia dapatkan dan apa yang akan dia hilang jika perdagangannya habis. Ini tidak terjadi pada pasar lain. Misalnya, ketika seorang trader menetapkan pending order di pasar forex untuk menukar berita acara dengan dampak tinggi, tidak ada jaminan bahwa perdagangannya akan terisi pada harga masuk atau bahwa perdagangan yang kalah akan ditutup pada pemberhentian keluar kerugian. Pembayaran Lebih Tinggi Pembayaran per perdagangan biasanya lebih tinggi dalam bentuk biner dibandingkan dengan bentuk perdagangan lainnya. Beberapa broker menawarkan pembayaran hingga 80 pada perdagangan. Hal ini dapat dicapai tanpa membahayakan akun. Di pasar lain, pembayaran semacam itu hanya bisa terjadi jika seorang pedagang mengabaikan semua peraturan pengelolaan uang dan mengekspos sejumlah besar modal perdagangan ke pasar, dengan harapan satu pembayaran besar (yang tidak pernah terjadi dalam banyak kasus). Aksesibilitas Untuk perdagangan pasar forex atau komoditas yang sangat fluktuatif, trader harus memiliki jumlah uang yang wajar sebagai modal perdagangan. Misalnya, perdagangan emas, komoditas dengan volatilitas intra-hari hingga 10.000 pips pada saat volatilitas tinggi, membutuhkan modal perdagangan dalam puluhan ribu dolar. Ini membatasi akses orang sehari-hari ke pasar semacam itu. Namun, opsi biner memiliki persyaratan masuk yang jauh lebih rendah, karena beberapa pialang mengizinkan orang untuk memulai trading dengan serendah 10. Kekurangan Perdagangan Biner Mengurangi Kemungkinan Perdagangan untuk Perdagangan yang Benar-Banker Pembayaran untuk perdagangan opsi biner secara drastis berkurang ketika peluang untuk itu. Perdagangan berhasil sangat tinggi. Meskipun benar bahwa beberapa perdagangan menawarkan sebanyak 85 pembayaran per perdagangan, pembayaran tinggi semacam itu dimungkinkan hanya bila sebuah perdagangan dibuat dengan tanggal kadaluwarsa yang ditetapkan agak jauh dari tanggal perdagangan. Tentu saja dalam situasi seperti itu, perdagangannya lebih tidak dapat diprediksi. Kurangnya Alat Trading yang Baik Beberapa broker tidak menawarkan alat perdagangan yang benar-benar bermanfaat seperti grafik dan fitur untuk analisis teknis kepada klien mereka. Pedagang yang berpengalaman bisa mengatasinya dengan mencari alat di tempat lain pedagang berpengalaman yang baru mengenal pasar tidak seberuntung itu. Ini berubah menjadi lebih baik, karena operator dewasa dan menyadari kebutuhan akan alat ini untuk menarik para pedagang. Keterbatasan Manajemen Risiko Tidak seperti di forex dimana trader bisa mendapatkan akun yang memungkinkan mereka melakukan perdagangan mini dan mikro-lot pada ukuran akun kecil, banyak broker pilihan biner menetapkan jumlah minimum lantai perdagangan yang bisa diperdagangkan pedagang di pasar. Hal ini membuat lebih mudah kehilangan modal terlalu banyak saat melakukan trading binari. Sebagai ilustrasi, broker forex memungkinkan Anda membuka rekening dengan 200 dan melakukan perdagangan banyak mikro, yang memungkinkan pedagang mengekspos hanya jumlah modalnya yang dapat diterima ke pasar. Namun, Anda akan sulit menemukan banyak broker biner yang memungkinkan Anda melakukan perdagangan di bawah 50, bahkan dengan 200 akun. Dalam situasi ini, empat kerugian perdagangan akan meniup akun. Biaya Kehilangan Perdagangan Tidak seperti di pasar lain di mana rasio risikonya dapat dikendalikan dan ditetapkan untuk memberikan keuntungan bagi perdagangan yang menang, kemungkinan opsi biner memiringkan rasio risalah risiko yang menguntungkan dari kehilangan perdagangan. Dengan kata lain, pedagang kehilangan lebih banyak uang ketika perdagangan mereka berakhir sebagai kerugian daripada yang bisa mereka dapatkan ketika perdagangan mereka berakhir sebagai keuntungan. Diperkirakan bahwa untuk setiap 70 keuntungan yang berakhir dengan keuntungan, kerugian yang sama dari perdagangan yang sama jika kerugiannya hilang adalah 85. Implikasinya adalah bahwa bagi seorang pedagang untuk mencapai titik impas, persentase pemenang harus berada pada Paling sedikit 55. Oleh karena itu, peraih 10 trader akan memenangkan sepuluh dari sepuluh untuk mendapatkan keuntungan, tapi hanya 4 perdagangan dari sepuluh yang berakhir dengan warna merah. Koreksi Perdagangan Ketika menukar pasar seperti pasar valas atau pasar komoditas, adalah mungkin untuk menutup perdagangan dengan kerugian minimal dan membuka keuntungan lain, jika analisis ulang perdagangan mengungkapkan perdagangan pertama merupakan kesalahan. Skenario ini tidak dapat direplikasi dalam opsi biner 8211 saat pedagang telah menempatkan sebuah perdagangan, nilai ekuitasnya dalam perdagangan turun untuk mencerminkan komisi perdagangan yang diambil oleh broker. Pembayaran pada perdagangan terbalik adalah tetap dan tidak dapat digunakan untuk menutupi kerugian dari perdagangan yang salah. Spot Forex vs Binary Trading Ini adalah dua alternatif yang berbeda, diperdagangkan dengan dua psikologi yang berbeda, namun keduanya dapat masuk akal sebagai alat investasi. Satu lebih TIME sentris dan yang lainnya lebih PRICE centric. Mereka berdua bekerja di timeprice tapi fokus yang akan Anda temukan dari satu ke yang lain adalah perpecahan yang menarik. Pedagang forex spot mungkin mengabaikan waktu sebagai faktor dalam perdagangan mereka yang merupakan kesalahan yang sangat besar. Pedagang biner yang berhasil memiliki tampilan timeprice yang lebih seimbang, yang membuatnya menjadi trader yang lebih berpengetahuan luas. Binari menurut sifatnya memaksa seseorang untuk keluar dari posisi dalam jangka waktu tertentu yang menang atau kalah yang menanamkan fokus lebih besar pada disiplin dan manajemen risiko. Dalam forex trading kurangnya disiplin adalah penyebab pertama kegagalan bagi kebanyakan trader karena mereka hanya akan memegang posisi kehilangan untuk jangka waktu yang lebih lama dan memangkas posisi menang dalam periode waktu yang lebih singkat. Dalam opsi biner itu tidak mungkin seiring waktu berakhirnya perdagangan Anda berakhir menang atau kalah. Berikut adalah beberapa contoh bagaimana cara kerjanya. Di atas adalah perdagangan yang dilakukan pada pembelian EURUSD dengan harga di bawah 10 menit dari harga dan waktu. Sebagai pedagang biner, fokus ini secara alami akan membuat Anda lebih baik daripada contoh di bawah ini, di mana pedagang forex spot yang berfokus pada harga sambil mengabaikan elemen waktu berakhir dalam masalah. Psikologi ini mampu fokus pada batasan dan sumbu ganda akan membantu Anda menjadi pedagang yang lebih baik secara keseluruhan. Keuntungan dari spot trading adalah kegagalan yang sama dengan ekspansi eksponensial dari harga 1 poin. Hal ini untuk mengatakan bahwa jika Anda memasukkan posisi yang Anda percaya akan meningkat nilainya dan harganya tidak meningkat namun mempercepat ke sisi negatifnya, kecenderungan normal bagi kebanyakan pedagang spot adalah menunggunya atau lebih buruk lagi menambah posisi kalah karena mereka Sosok itu akan kembali. Akselerasi dalam waktu ke arah yang berlawanan yang diinginkan menyebabkan pedagang spot terjebak dalam posisi yang tidak menguntungkan, semua karena mereka tidak merencanakan waktu ke dalam penalaran mereka, dan ini menyebabkan kurangnya disiplin perdagangan. Sifat opsi biner memaksa seseorang untuk memiliki pola pikir yang lebih lengkap untuk melakukan trading baik dari Kisaran Harga Y dan Jangkauan X saat batas diterapkan. Mereka hanya akan membuat Anda menjadi trader keseluruhan yang lebih baik sejak awal. Sebaliknya di sisi lain, mereka dengan sifatnya membutuhkan tingkat kemenangan lebih besar karena setiap taruhan berarti keuntungan 70-90 vs kehilangan 100. Jadi tingkat kemenangan Anda harus rata-rata 54-58 untuk impas. Ketidakseimbangan ini menyebabkan banyak pedagang melakukan overtrade atau membalas dendam perdagangan yang sama buruknya dengan memegang posisi kehilangan sebagai pedagang forex spot. Untuk berhasil bertransaksi Anda perlu mempraktekkan pengelolaan uang dan pengendalian emosional. Sebagai kesimpulan, ketika memulai sebagai seorang pedagang, binari mungkin menawarkan landasan yang lebih baik untuk belajar trading. Alasan sederhananya adalah fokus pada kombinasi TIMEPRICE seperti melihat kedua cara saat melintasi jalan. Pedagang forex spot rata-rata hanya melihat harga, yang berarti dia hanya melihat ke satu arah sebelum menyeberang jalan. Belajar untuk melakukan perdagangan dengan mempertimbangkan waktu dan harga, sebaiknya membantu membuat pedagang secara keseluruhan. Referensi dan Bacaan Lebih Lanjut Menguraikan Menulis untuk Populasi Siswa yang Beragam Pendahuluan Menurut data dari Penilaian Nasional Kemajuan Pendidikan (NAEP) tahun 2002, hanya 28 siswa kelas empat, 31 siswa kelas delapan, dan 24 siswa kelas dua belas yang dilakukan pada atau di atas yang mahir (yaitu kompeten ) Tingkat pencapaian penulisan untuk tingkat kelas masing-masing (Persky, Daane, amp Jin, 2003). Sumber akses Center ini dimaksudkan untuk membantu guru dalam menerapkan instruksi penulisan yang akan menghasilkan hasil tulis yang lebih baik bagi siswa dengan dan tanpa kesulitan menulis. Kami menyediakan rekomendasi berbasis penelitian, aktivitas, dan materi untuk mengajarkan pengajaran dengan efektif kepada berbagai pendidik siswa yang sering ditemukan di kelas mereka. Ada tiga alasan jelas mengapa begitu banyak anak dan remaja menemukan tulisan yang menantang. Pertama, menyusun teks adalah usaha yang kompleks dan sulit yang memerlukan penerapan dan koordinasi beberapa operasi afektif, kognitif, linguistik, dan fisik untuk mencapai tujuan yang terkait dengan konvensi spesifik genre, kebutuhan pemirsa, dan tujuan komunikatif penulis. Kedua, profil kelas khas di Amerika Serikat telah mengalami perubahan dramatis di masa lalu. Banyak lagi siswa saat ini berasal dari rumah-rumah miskin, berbicara bahasa Inggris sebagai bahasa kedua, dan telah mengidentifikasi atau menduga kecacatan (Persky, Daane, amp Jin, 2003). Keanekaragaman populasi usia sekolah yang semakin meningkat ini telah terjadi dalam konteks gerakan pendidikan berbasis standar dan pengujian pertanggungjawaban berisiko tinggi yang menyertainya. Sebagai konsekuensinya, semakin banyak tuntutan untuk tingkat kinerja penulisan yang lebih tinggi dan untuk demonstrasi penguasaan konten melalui tulisan dibuat dari siswa dan guru mereka, sementara guru secara bersamaan menghadapi proporsi siswa yang lebih tinggi yang berjuang tidak hanya dengan menulis, tetapi juga dengan dasar kemampuan menulis. Sayangnya, banyak guru merasa kurang mampu menangani tekanan yang bersaing ini, sebagian karena mereka kekurangan pengetahuan pedagogis, kemampuan instruksional, dan sumber daya yang berharga untuk pengajaran menulis, dan sebagian karena kurikulum penulisan, yang memberikan pengaruh kuat pada guru yang menulis instruksi. , Cenderung kurang berkembang dan tidak selaras dengan kurikulum lainnya (Troia amp Maddox, 2004). Ketiga, kualitas pengajaran yang diterima siswa merupakan penentu utama prestasi menulis mereka (Graham amp Harris, 2002). Di beberapa kelas, pengajaran menulis berfokus hampir secara eksklusif pada keterampilan transkripsi teks, seperti tulisan tangan dan ejaan, dengan sedikit kesempatan untuk menulis teks otentik yang bermakna (misalnya Palinscar amp Klenk, 1992). Di kelas lain, kesempatan yang sering dan beragam ada untuk menggunakan proses penulisan untuk menyelesaikan tugas menulis yang relevan dan menarik secara pribadi, namun sedikit waktu yang diberikan untuk mengajarkan keterampilan dan strategi menulis yang penting, karena diasumsikan hal ini dapat dikuasai melalui pengajaran dan pembelajaran insidental Misalnya Westby amp Costlow, 1991). Masih di kelas lain, hampir tidak ada waktu yang dikhususkan untuk menulis instruksi atau kegiatan menulis (misalnya, Christenson, Thurlow, Ysseldyke, amp McVicar, 1989). Mungkin sebagian kecil ruang kelas, siswa diajarkan oleh pendidik teladan yang memadukan proses - keterampilan tertanam dan instruksi strategi dengan elemen lokakarya menulis seperti pelajaran mini, penulisan, konferensi, dan pembagian yang berkesinambungan (misalnya Bridge, Compton-Hall, amp Cantrell, 1997 Troia, Lin, Cohen, amp Monroe, dalam persiapan Wray, Medwell, Fox, amp Poulson, 2000). Namun, bagi siswa penyandang cacat yang cenderung mengembangkan atau menunjukkan kesulitan menulis kronis dan merusak, bahkan jenis instruksi ini mungkin tidak memadai. These students need considerably more intensive, individualized, and explicit teaching of transcription skills and composing strategies that incorporates effective adaptations to task demands, response formats, student supports, and teacher practices (Troia amp Graham, 2003 Troia, Lin, Monroe, amp Cohen, in preparation). The box below presents several areas of difficulty for students with writing problems. Areas of Difficulty for Students With Writing Problems Knowledge difficulties Students with writing problems show: Less awareness of what constitutes good writing and how to produce it Restricted knowledge about genre-specific text structures (e. g. setting or plot elements in a narrative) Poor declarative, procedural, and conditional strategy knowledge (e. g. knowing that one should set goals for writing, how to set specific goals, and when it is most beneficial to alter those goals) Limited vocabulary Underdeveloped knowledge of word and sentence structure (i. e. phonology, morphology, and syntax) Impoverished, fragmented, and poorly organized topic knowledge Difficulty accessing existing topic knowledge Insensitivity to audience needs and perspectives, and to the functions their writing is intended to serve Skill difficulties Students with writing problems: Often do not plan before or during writing Exhibit poor text transcription (e. g. spelling, handwriting, and punctuation) Focus rev ision efforts (if they revise at all) on superficial aspects of writing (e. g. handwriting, spelling, and grammar) Do not analyze or reflect on writing Have limited ability to self regulate thoughts, feelings, and actions throughout the writing process Show poor attention and concentration Have visual motor integration weaknesses and fine motor difficulties Motivation difficulties Students with writing problems: Often do not develop writing goals and subgoals or flexibly alter them to meet audience, task, and personal demands Fail to balance performance goals, which relate to documenting performance and achieving success, and mastery goals, which relate to acquiring competence Exhibit maladaptive attributions by attributing academic success to external and uncontrollable factors such as task ease or teacher assistance, but academic failure to internal yet uncontrollable factors such as limited aptitude Have negative self efficacy (competency) beliefs Lack persistence Feel helpless and poorly motivated due to repeated failure See Troia, 2002 Troia amp Graham, 2003 Qualities of strong writing instruction In order for teachers to support all students writing ability development, certain qualities of the writing classroom must be present. Four core components of effective writing instruction constitute the foundation of any good writing program: Students should have meaningful writing experiences and be assigned authentic writing tasks that promote personal and collective expression, reflection, inquiry, discovery, and social change. Routines should permit students to become comfortable with the writing process and move through the process over a sustained period of time at their own rate. Lessons should be designed to help students master craft elements (e. g. text structure, character development), writing skills (e. g. spelling, punctuation), and process strategies (e. g. planning and revising tactics). A common language for shared expectations and feedback regarding writing quality might include the use of traits (e. g. organization, ideas, sentence fluency, word choice, voice, and conventions). The illustration below provides a graphic representation of the core components of effective writing instruction. Putting the pieces together: the core components of effective writing instruction All of these basic components must be thoughtfully coordinated to form a comprehensive writing program for students. Of course, these are only the basic features of strong writing instruction. Additional features, such as procedural supports for carrying out the writing process, a sense of writing community, integration of writing with other academic areas, assistance in implementing a writing program, and sustained professional development to strengthen teachers knowledge and skills are presented in the box below. Six additional attributes of a top-notch classroom writing program Procedural supports such as conferences, planning forms and charts, checklists for revisionediting, and computer tools for removing transcription barriers A sense of community in which risks are supported, children and teachers are viewed as writers, personal ownership is expected, and collaboration is a cornerstone of the program Integration of writing instruction with reading instruction and content area instruction (e. g. use of touchstone texts to guide genre study, use of common themes across the curriculum, maintaining learning notebooks in math and science classes) A cadre of trained volunteers who respond to, encourage, coach, and celebrate childrens writing, and who help classroom teachers give more feedback and potentially individualize their instruction Resident writers and guest authors who share their expertise, struggles, and successes so that children and teachers have positive role models and develop a br oader sense of writing as craft Opportunities for teachers to upgrade and expand their own conceptions of writing, the writing process, and how children learn to write, primarily through professional development activities but also through being an active member of a writing community (e. g. National Writing Project) See Atwell, 1998 Calkins, 1994 Culham, 2003 Elbow, 1998a, 1998b Graves, 1994 Spandel, 2001 Troia amp Graham, 2003 These characteristics of exemplary writing instruction are equally relevant for elementary and secondary teachers ampmdash regardless of content area focus ampmdash and their young writers. If students are expected to become competent writers, then writing instruction must be approached in similar ways by all teachers who expect writing performance in their classrooms and must be sustained across the grades to support students as they gradually become accomplished writers. Establishing routines A major step in implementing strong writing instruction is establishing routines for (a) daily writing instruction, (b) covering the whole writing curriculum, and (c) examining the valued qualities of good writing. A typical writing lesson will have at least four parts: Mini-lesson (15 minutes) Teacher-directed lesson on writing skills, composition strategies, and crafting elements (e. g. writing quality traits, character development, dialogue, leads for exposition, literary devices), which are demonstrated and practiced through direct modeling of teachers writing or others work (e. g. shared writing, literature, student papers) initially, mini-lessons will need to focus on establishing routines and expectations. Check-in (5 minutes) Students indicate where they are in the writing process (i. e. planning, drafting, revising, editing, publishing). The teacher asks students to identify how they plan to use what was taught during the mini-lesson in their writing activities for that day. Independent Writing and Conferring (30 minutes) Students are expected to be writing or revisingediting, consulting with a peer, andor conferencing with the teacher during this time. Sharing (10 minutes) Students identify how they used what was taught during the mini-lesson in their own writing and what challenges arose. The teacher may discuss impressions from conferring with students students share their writing (it does not have to be a complete paper and may, in fact, only be initial ideas for writing) with the group or a partner, while others provide praise and constructive feedback. Students discuss next steps in the writing assignment. Publishing Celebration (occasionally) Students need a variety of outlets for their writing to make it purposeful and enjoyable, such as a class anthology of stories or poems, a grade-level newspaper or school magazine, a public reading in or out of school, a Web site for student writing, a pen pal, the library, and dramatizations. Several tools can help the teacher maintain the integrity of this lesson structure. Examples of these tools follow Writing Notebook First, each student should have a writing notebook for (a) recording seed ideas for writing, such as memories, wishes, observations, quotations, questions, illustrations, and artifacts e. g. a letter or recipe (b) performing planning activities (c) drafting writing pieces and (d) logging writing activities and reflections see Fletcher, 1996. Writing Folders Second, writing folder in which students keep their papers should be in boxes that are labeled for different phases of the writing process. These folder will help organize different versions of a piece of writing students generate, as well as the various projects students work on at a given time. Visual Display Third, some means for visually displaying check-in status will help students and teacher monitor individual and class progress in writing. Each student might, for example, put a card in the appropriate slot of a class pocket chart labled with the stages of the writing process. Or, the student might display the cube that represents the different writing stages (the sixth side might simply be labeled help and would be used when teacher assistance is required). Personal Journal Fourth, a personal journal (that may or may not be shared with the teacher andor other students) helps teachers encourage writing outside of the period (e. g. content area instruction, independent activity, writing homework), and may be used later as material use for a dialogue format that yields productive interactions between the author and readers (e. g. a double-column entry journal for anothers remarks in response to the writers entry) give thought to how the journal is to be evaluated, if at all. Additional instructional considerations Writing workshop is an instructional model in which the process of writing is emphasized more than the written product and which highly values students interests and autonomy. Because so many teachers use some variation of writing workshop as the fundamental structure for their writing program, the attributes of an exemplary workshop are described in Specific Characteristics of a Strong Writers Workshop. Some of the most important attributes include explicit modeling, regular conferencing with students and families, high expectations, encouragement, flexibility, cooperative learning arrangements, and ample opportunities for self-regulation. On occasion, teachers may wish to assign topics or provide prompts for journaling or other writing activities. A list of potential prompts appropriate for late elementary and middle school grades is given in Writing Prompts. Using titles is a unique way of having students plan and write creative narratives that conform to a particular sub-genre or that have a distinctive tone. Other ways of prompting creative narratives include pictures, story starters, and story endings (these are particularly beneficial because they require a high degree of planning). Numerous persuasive topic prompts are listed because persuasive writing often is overlooked until secondary school, and because such topics can engage students in critical thinking about relevant issues. Of course, teachers will need to supplement this list with other prompts to trigger other forms of writing (e. g. exposition, poetry) many such prompts can and should be derived from the curriculum as well as students personal experiences and interests (for suggestions, see Fletcher, 2002 Heard, 1989 Portalupi amp Fletcher, 2001 Young, 2002). Breaking down different genres in writing A carefully orchestrated routine should also guide coverage of the writing curriculum. One type of routine includes genre study. In genre study, each instructional cycle focuses on a single genre (e. g. poetry) and one or two particular forms of that genre (e. g. cinquain and haiku). To develop a strong sense of the genre, a genre study cycle should typically last about one marking period. For primary grade students, it is advisable to begin genre study with a highly familiar genre, such as personal narrative, so that students have an opportunity to become accustomed to the activities associated with genre study. Specific recommended procedures for narrative genre study and expository genre study are presented in the associated charts (see Genre Study Routines for Narrative Text and Genre Study Routines for Expository Text ). For these and any other genre of instructional focus, teachers need to do the following: Develop students explicit understanding of the genre structure, perhaps using a graphic aid or mnemonic device (see SPACE mnemonic for narratives) Share touchstone texts that exemplify the structure and valued genre traits (perhaps solicit suggestions from students) Give students time to explore potential ideas for writing through reflection, discussion, and research (writing notebooks are helpful for this) Provide students with graphic aids for planning their texts Have students quickly write (flash-draft) parts of their papers to diminish their reluctance to revise Allow enough time for students to proceed through multiple iterations of revising and editing before publishing the finished product One way of thinking about the organization of genre study is to relate it to the process of growing a prize-winning rose for entry into a garden show. The first step is to plant the seed for writing by immersing students in touchstone texts (i. e. exemplary models) of the genre targeted for instruction and discussing the key qualities of those examples to illustrate the structure and function of the genre. The next step is to grow the seed idea through careful planning and small increments of drafting (much like giving a seed just the right amount of sunlight, water, and fertilizer to help it grow). Then, as any accomplished gardener will tell you, once a rose plant begins to grow, it is often necessary to prune back dead branches and leaves, add structural supports, and perhaps even graft new plants . Likewise, once a draft has been produced, it requires multiple trimmings of unworkable portions or irrelevant information expansions through the addition of details, examples, and even new portions of text and attention to writing conventions for ultimate publication. Displaying ones writing in some public forum to gain valuable feedback and accolades, much like a prized rose, is the culmination of all the hard work invested in the writing process and the written product. Building and assessing advanced writing components Students need to develop an understanding of the valued aspects or traits of good writing and the capacity to incorporate these traits into their writing. Developing a routine for communicating about specific writing qualities is essential to the success of a writing program. A number of resources are available to help teachers do this (e. g. Culham, 2003 Spandel, 2001). The most commonly taught writing traits are ideas, organization, voice, word choice, sentence fluency, and conventions. These closely resemble the dimensions on which many state-mandated accountability measures base their writing achievement assessment (i. e. content, organization, style, and conventions). An example of a scoring rubric for teachers for all of these traits is the Analytic Trait Scoring Rubric (note that voice is not included on the rubric because it is difficult to reliably distinguish it from other traits and score accordingly. However, teaching it does have instructional value). This kind of rubric is appropriate for all types of writing. Examples of genre-specific rubrics, which focus on unique aspects of a genre such as its structure, include the Story Grammar Elements Rating Scale and Guidelines for Segmenting Persuasive Papers Into Functional Elements . To help students develop a sense of what constitutes a strong example of a particular trait, teachers can have students listen to or read excerpts from an exemplar touchstone text (which could be a student writing sample) to (a) identify the primary trait evident in the excerpts and (b) identify concrete evidence for characterizing a piece of writing as strong on that particular trait. Teachers also might ask students to develop their own definition for the trait andor the descriptors for different scores on a trait rubric by examining superb, average, and weak examples. It is better to limit the number of traits that receive instructional focus at any given time to one or two the decision regarding which traits are targeted should be guided by the genre and form of writing being taught as well as students needs. Writing portfolios are a valuable tool for providing students with feedback regarding how well they incorporate various traits in their writing. They also give students opportunities to reflect on the writing process and their writing accomplishments, and help them make informed choices about what pieces of writing exemplify their best work (see Writing Portfolio: Student Reflection ). Portfolios also can provide a mechanism for teachers to reflect on their writing instruction and to establish individualized goals for students (see Writing Portfolio: Teacher Reflection ). Accommodating all students Even when a top-notch writing program is firmly established in the classroom, some students will require additional assistance in mastering the skills and strategies of effective writing. Such assistance can be provided through adaptations, which include accommodations in the learning environment, instructional materials, and teaching strategies, as well as more significant modifications to task demands and actual writing tasks. A list of such adaptations is provided in Adaptations for Struggling Writers . Spelling and handwriting strategies Of course, elementary school teachers must explicitly teach spelling and handwriting to their students (this is not to say that secondary educators do not address these skills, but they do so to a much lesser extent). Research-based suggestions for teaching spelling and handwriting to students with and without writing difficulties are summarized in Tips for Teaching Spelling and Tips for Teaching Handwriting. Masing-masing. For students with disabilities and for other struggling writers, more extensive practice and review of spelling, vocabulary, and letter forms and the thoughtful application of other adaptations (e. g. individualized and abbreviated spelling lists, special writing paper) by the teacher will be required. Whether teaching spelling or handwriting, certain curriculum considerations should be addressed (see Tips for Teaching Spelling and Tips for Teaching Handwriting. including the following: Sequencing skills or grouping elements (words or letters) in developmentally and instructionally appropriate ways Providing students opportunities to generalize spelling and handwriting skills to text composition Using activities that promote independence Establishing weekly routines (see Tips for Teaching Spelling and Tips for Teaching Handwriting ) Providing spelling or handwriting instruction for 15 minutes per day Introducing the elements at the beginning of the week Modeling how to spell the words or write the letters correctly Highlighting patterns and pointing out distinctive attributes (or having students discover these) Giving students ample opportunity to practice with immediate corrective feedback. Students can spend time practicing and self-evaluating their performance, with the teacher fr equently checking their work (error correction is critical). Depending on how well the students do, the teacher may teach additional lessons. The students might also work with each other to studypractice and evaluate each others work. Finally, at the end of the week, the teacher should assess how well the students have learned the elements. To facilitate the establishment of weekly routines in spelling (which is usually a focus of instruction across elementary grades), review the following activities and student handouts. To help students develop strategic competence and independence, they can use the Spelling Study Plan to summarize how well they performed on their pretest and how they plan to study their missed words, and, at the end of the week, to identify how effective their study plan was and what tactics might be employed to do better next time. When students study their spelling words during the remainder of the week, they can use the Spelling Study Strategies handout to remind them of the steps for multi-sensory rehearsal and mnemonics for remembering how to spell long words. Spelling study should not always be a solitary activity, so the Partner Study Games handout provides students with step-by-step instructions for two games that facilitate efficient spelling study. Of course, all of these materials will require an introduction and initial guidance from the teacher. Directions for conducting word sorts and guided spelling are summarized in Teacher-Directed Spelling Activities . The above are basic lesson formats the content for an actual lesson is derived from the spelling patterns (either orthographic or morphemic) targeted for instruction. These teacher-directed activities are used to provide more explicit spelling instruction, as student self-study or partner activities are insufficient for many students, especially those who struggle with spelling, to learn spelling patterns and rules. Teaching composing strategies Students who struggle with writing, including those with disabilities, typically require explicit and systematic instruction in specific composing strategies. Even more emphasis should be placed on strategies that support the planning and revising aspects of the writing process, which trouble these students most. Fortunately, there have been numerous studies examining the effectiveness of various planning and revising strategies for students with and without high-incidence disabilities in multiple educational contexts (i. e. whole classrooms, small group instruction, individualized tutoring). Two excellent resources that describe this research and give advice on how to teach the many available strategies are Writing Better: Effective Strategies for Teaching Students With Learning Difficulties (Graham amp Harris, 2005) and Making the Writing Process Work: Strategies for Composition and Self-Regulation (Harris amp Graham, 1996). For this resource, only a few research-based strategies are presented in depth to give teachers an idea of how to implement composing strategies in their particular setting. Following are two planning strategies (one for narrative writing and one for persuasive writing) and five revisingediting strategies . For all of these, the teacher should first model how to use the strategy, then give students an opportunity to cooperatively apply the strategy while producing group papers, and finally let students practice using the strategy while writing individual papers. Throughout these stages of instruction, the teacher should provide extensive feedback and encouragement, discuss how to apply the strategy in diverse contexts, solicit students suggestions for improvement, and directly link strategy use to writing performance. All of the strategies presented here use acronyms that encapsulate the multiple steps of the strategies. Furthermore, each strategy has an accompanying watermark illustration that serves to cue the acronym. These features help reduce memory and retrieval demands for students, particularly those with learning problems. This is a narrative-planning strategy (personal or fictional) that incorporates the basic structure of narrative (i. e. SPACE ) and the steps for planning and writing a good story (i. e. LAUNCH ). A prompt sheet identifies the strategy steps and can be copied for each student or reproduced for a poster display. A planning sheet allows students to record their story ideas, writing goals, and self-talk statements. First, the student should establish and record personalized writing goals: a quality goal and a related quantity goal. For example, a student struggling with word choice (one of the six traits described previously) might identify a goal to increase quality rating from a 3 to a 5 on a 6-point scale (see Analytic Trait Scoring Rubric ). A related quantity goal to help the student reach this level of quality in word choice might be to include a minimum of 10 descriptive words in the story. Next, the student should generate ideas for a story and record single words or short phrases that capture these ideas (it is important to discourage students from writing complete sentences on a planning sheet, as this will restrain flexibility in planning and yield a rough draft rather than a true plan). Note that space is provided for multiple ideas for each basic part of a story students should be encouraged to explore several possibilities for setting and plot elements to foster creativity and to permit evaluation of each ideas merit. Finally, the student should record self-talk statements, which are personalized comments, exhortations, or questions to be spoken aloud (initially) or subvocalized (once memorized) while planning and writing to help the student cope with negative thoughts, feelings, and behaviors related to the writing process or the task. For example, a student who believes writing is hard might record, This is a challenge, but I like challenges and I have my strategy to help me do well. The last sheet is a score card, which is used by a peer to evaluate the students writing performance. The evaluation criteria are closely linked to the valued qualities embedded in the strategy itself (i. e. million-dollar words, sharp sentences, and lots of detail), the basic structure of a narrative, and writing mechanics. Of course, these criteria could be modified to align more with particular writing traits, and the rating scale could be adjusted to match the scale used by the teacher. At the bottom of the score card, the writer tallies the points, determines any improvement (this implies progress monitoring, a critical aspect of strategy instruction that helps students see how their efforts impact their writing), and sets goals for the next story. This strategy for planning persuasive papers incorporates the structure of persuasion (i. e. DARE ) and the steps for planning and writing a good opinion paper (i. e. DEFEND ). The materials for this strategy are very similar to those provided for SPACE LAUNCH there is a prompt sheet, a planning sheet, and a score card. Note that the student is required to identify and record ideas that support the position and ideas that counter that position. In the process of doing this, the student may decide to alter the position after evaluating the importance and relevance of each idea. The student can place an asterisk next to those ideas to elaborate upon or to provide concrete supporting evidence for, which encourages further planning. These are revisingediting strategies intended to be used as checklists by individual students during an initial round of revision and editing. COPS (Mulcahy, Marfo, Peat, amp Andrews, 1986) is a limited checklist and therefore is appropriate for primary grade students, but it can be used for any genre. COLA (Singer amp Bashir, 1999), on the other hand, is a comprehensive checklist and thus is more suitable for older or better writers, but it is used for exposition and persuasion rather than narration. However, the items on the checklist can be modified to make it appropriate for narratives. This strategy for individual revising (De La Paz, Swanson, amp Graham, 1998) involves a greater degree of self-regulation on the part of the writer than checklists and is considerably more powerful consequently, it is very helpful for students with writing difficulties. The prompt sheet lists the three steps for strategy deployment compare (identifying discrepancies between written text and intended meaning), diagnose (selecting a specific reason for the mismatch), and operate (fixing the problem and evaluating the effectiveness of the change). These strategy steps occur first while the student attends to each sentence in the paper, and then, during a second cycle, while the student attends to each paragraph in the paper. A third cycle, focusing on the whole text, could be added. A minimum of two cycles is necessary to help the student attend to local as well as more global problems in the text. The diagnostic options for making meaningful revisions vary depending on the level of text to which the student is attending. The teacher will need to develop sets of diagnostic cards, color coded for each cycle, from which the student selects. This revisingediting strategy (Ellis amp Friend, 1991) employs a checklist, but it does have two unique aspects. First, the student is expected to set writing goals before even beginning to write, and when finished revising and editing a paper, to determine if the students goals were met. Second, the student is expected to work with a peer to double-check editing. As for the other checklists, the teacher can add additional items once the student attains mastery of those listed. This revising strategy (Neubert amp McNelis, 1986) is appropriate for a second round of revision and editing (a third round would involve conferring with the teacher) during which students work with one another. The prompt sheet indicates that a peer editor is to first read the authors paper and mark those parts of the paper that are imaginative, unusual, interesting, and confusing. Then, the peer editor praises the author for the positive aspects and questions the author about the confusing parts. The peer makes suggestions for how the paper can be improved and gives back the original, marked copy to the author. Finally, the author addresses the confusing parts marked on the paper and, if desired, makes changes suggested by the peer editor. Whenever a student elects to not make a requested or suggested modification, the student should be expected to adequately justify that decision (this encourages ownership and responsibility). Integrating writing instruction with content area learning Teachers often feel that devoting ample time to writing instruction is problematic given the voluminous content area information that must be covered in the typical curriculum (Troia amp Maddox, 2004). Simultaneously, they sometimes struggle to identify relevant and stimulating writing topics and assignments that will help students develop their expertise as writers. One way to resolve these dilemmas for older students or students with higher level writing skills is to integrate writing instruction with content area learning. One important aspect of content area learning is developing communicative competence for interacting with others who have shared knowledge about a discipline or area of study. Individuals within a discipline such as literary critics, historians, economists, biologists, physicists, and mathematicians possess a unique way of talking and writing about the theories, principles, concepts, facts, methods of inquiry, and so forth connected with that discipline. Thus, a common goal of content area instruction and writing instruction is to help students acquire proficiency in disciplinary writing. This does not mean, however, that less content-driven writing exercises are undesirable or unnecessary the inclusion of disciplinary writing is simply one part of a strong writing program (see Ten Additional Attributes of a Top-Notch Classroom Writing Program ). If teachers have students write regularly in content area classes and use content area materials as stimuli for writing workshop, it is more likely that students will develop the capacity to communicate effectively in varied disciplinary discourse communities and will write for more educationally and personally germane purposes. There are a number of very simple ways to encourage content-relevant writing on a frequent basis in a social studies, science, or mathematics class. Following are some examples:pgt The teacher can ask students to produce a one-minute closing paper (on an index card) at the end of each lesson in which they pose a genuine question about the topic studied that day, identify the key point from the content materials reviewed, summarize a discussion, or develop a question that might be used for a class test. Journaling is another vehicle for writing across the curriculum. In science class, for example, students can be asked to describe what was done, why it was done, what happened, and why it happened. In math, students might record the specific problem-solving procedures they employed for the problems assigned, why these were effective or ineffective, and advice they would offer to other students faced with the same math problems. In social studies, students can use their accumulating knowledge of a historical character to write a first-person fictionalized account of the individuals life. As with all other forms of writing, students will require immersion in texts related to a particular area of study (e. g. Earth science, history, politics), extensive teacher modeling, and guided practice with feedback before being asked to independently produce writing that reflects a particular disciplinary perspective. So, for instance, students should be given ample opportunity to read the diaries and essays of the historical figures they are studying before attempting to keep a fictional journal as a historical character. A number of methods for integrating content area reading with writing have been developed by researchers. Following is a brief description of four methods. The story impressions method (McGinley amp Denner, 1987), similar to exchange-compare writing (Wood, 1986), the steps for which are presented in Story ImpressionsExchange-Compare Writing utilizes a cooperative learning framework. Students are assigned to a group and given roles (researcher, scribe, content editor, proofreader, and reporter) for writing a brief summary that predicts the content of a lesson or unit text based on key vocabulary provided by the teacher. Once the group has read the text, they rewrite their summary to reflect the actual content of the text and their improved understanding of the material, and discuss this revised version with the rest of the class. A Jigsaw Content Learning group (Aronson amp Patnoe, 1997) is another cooperative learning strategy. It can be coupled with double entry journals (Cox, 1996) for an effective and efficient means of learning from multiple source materials on a topic. The steps for these activities are outlined below. Students are assigned to home groups and each person in a group is given a different source text (e. g. a magazine article about exercise and cardiovascular health, a newspaper clipping about new medical procedures and drugs that can help reduce the risk of heart attacks, a consumer brochure outlining healthy eating tips for promoting cardiac health, and a textbook chapter about the human circulatory system) to read. Then, each student completes a double-entry journal while reading the assigned source text. This is a journal in which the student records some important piece of information from the source text on the left side of the journal page (with an accompanying page number) and a response, question, or evaluative comment on the right side. After completing their double-entry journal, students disperse to an expert group, a group where everyone else has read the same source text. Members of the expert group share their journal entries and summarize the material using a graphic organizer. Finally, students return to their home groups to teach the other members about the content information they learned from their text and discuss how this information relates to that covered by the other texts. The double-entry journal could be expanded to a triple-entry journal by having students within the expert groups respond to each others responses, questions, or evaluations in a third column. (Carr amp Ogle, 1987 Ogle, 1986) is a time-honored method for activating background knowledge about a topic ( K now), setting learning goals ( W ant to Learn), summarizing learning from text ( L earned), and promoting continued investigation ( H ow to Find Out More). The plus ( ) portion of the method is a written summary of what was learned and what additional things students would like to learn. This method can be used as a teacher-led pre - and post-reading class exercise or as a small-group activity. Below is an example of how this activity can work for a unit on geometry. In math, a class might be about to embark on a unit of study related to geometry. The teacher asks students to brainstorm all that they know about geometry and list these under the K now column. This student-generated information should be organized into categories either by the teacher or by the students with teacher guidance (e. g. shapes, angles, spatial orientation, and measurement) that will facilitate text comprehension. Then, the teacher lists under the W ant to Learn column those things students would like to discover about geometry (which helps motivate them to read the text). After reading, the teacher records under the L earned column what the students learned through the text, with particular attention paid to information that confirmed their prior knowledge, information that was inconsistent with what was anticipated, or new information. If appropriate, new categories are added. Next, students write their summary paragraph based on the information listed in the L earned column. Finally, students identify how they would locate missing information in the H ow to Find Out More column (e. g. use a Web browser to search for documents related to geometry), which can help motivate additional learning. One last method for integrating content area reading with writing is the use of Writing Frames (Nichols, 1980). Writing frames help struggling writers use appropriate text organization for summarizing content area information that adheres to a basic structure (e. g. compare-contrast). The frames prompt coherent organization by providing partially completed sentences or transition words that, over time, can be faded as students become familiar with each frame. The examples provided can easily be adjusted to fit the contents of a particular source text. All of these methods are helpful for students who struggle with writing because they activate prior knowledge about the topic of study, require text summarization, andor encourage discussion through which students are exposed to multiple perspectives. Of course, students who have writing problems sometimes have reading problems, so adaptations may be needed to help these students read the texts assigned. Some appropriate adaptations might include: Having the text on tape, CD, or in electronic file format for computer readout Having the struggling readerwriter work with a partner who is a better reader Providing the student with a modified version of the text that is written with the same essential content but at a lower grade level Likewise, students who struggle with writing may have difficulty working in cooperative learning arrangements. Three proactive measures teachers can take are: Carefully consider with whom students are most likely to work well in a group and place them in groups accordingly Assign roles that are well suited for students particular strengths (e. g. assign a student who is an accomplished speaker but a struggling writer the role or reporter) Seek professional development opportunities that focus on cooperative and peer-mediated learning A significant number of students perform well below the proficient level of writing achievement for their grade level (Persky, Daane, amp Jin, 2003). The reasons for this are varied and complex. The number of exemplary writing programs are limited, and even when available they are often not adequate to meet the needs of students with disabilities. These students require intensive, individualized, and explicit teaching of various strategies if they are to improve their writing abilities. This document provides an information base for the core components of effective writing instruction, and examples of specific strategies and supports that can be used to develop a comprehensive writing program to meet the needs of all students. About the author Gene Fowler, celebrated author, editor, and journalist, epitomized the inherent difficulty of composing with his comment, Writing is easy all you do is sit staring at a blank sheet of paper until the drops of blood form on your forehead. References Click the References link above to hide these references. ltpgtAronson, E. ampamp Patnoe, S. (1997). ltemgtThe jigsaw classroom: Building cooperation in the classroomltemgt (2nd ed.). New York: Addison Wesley Longman. ltpgt ltpgtAtwell, N. (1998). ltemgtIn the middle: New understandings about writing, reading, and learningltemgt. Portsmouth, NH: BoyntonCook. ltpgt ltpgtBear, D. R. Invernizzi, M. Templeton, S. ampamp Johnston, F. (2000). ltemgtWords their way: Word study for phonics, vocabulary, and spelling instructionltemgt (2 nd ed.). Upper Saddle River, NJ: Merrill. ltpgt ltpgtBourassa, D. C. ampamp Treiman, R. (2001). Spelling development and disability: The importance of linguistic factors. ltemgtLanguage, Speech, and Hearing Services in Schools, 32,ltemgt 172-181.ltpgt ltpgtBridge, C. A. Compton-Hall, M. ampamp Cantrell, S. C. (1997). Classroom writing practices revisited: The effects of statewide reform on writing instruction. ltemgtElementary School Journal, 98,ltemgt 151-170.ltpgt ltpgtBridges, L. (1997). ltemgtWriting as a way of knowingltemgt. Portland, ME: Stenhouse. ltpgt ltpgtBright, R. (1995). ltemgtWriting instruction in the intermediate grades: What is said, what is done, what is understoodltemgt. Newark, DE: International Reading Association. ltpgt ltpgtCalkins, L. M. (1994). ltemgtThe art of teaching writingltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtCarnine, D. W. 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Glenview, IL: Good Year Books. ltpgt ltpgtTucker, S. (2001). ltemgtKindle the fire: Poetry with middle school studentsltemgt. Glenview, IL: Good Year Books. ltpgt ltpgtVenezky, R. L. (1999). ltemgtThe American way of spelling: The structure and origins of American English orthographyltemgt. New York: Guilford Press. ltpgt ltpgtWestby, C. ampamp Costlow, L. (1991). Implementing a whole language program in a special education class. ltemgtTopics in Language Disorders, 11,ltemgt 69-84. ltpgt ltpgtWood, K. D. (1986). How to smuggle writing into the classroom. ltemgtMiddle School Journal, 17ltemgt(3), 5-6. ltpgt ltpgtWood, K. D. ampamp Harmon, J. M. (2001). ltemgtStrategies for integrating reading and writing in middle and high school classroomsltemgt. Westerville, OH: National Middle School Association. ltpgt ltpgtWray, D. Medwell, J. Fox, R. ampamp Poulson, L. (2000). The teaching practices of effective teachers of literacy. ltemgtEducational Review, 52,ltemgt 75-84. ltpgt ltpgtYoung, A. (2002). ltemgtTeaching writing across the curriculumltemgt (3rd ed.). Upper Saddle River, NJ: Prentice Hall. ltpgt References ltpgtAronson, E. ampamp Patnoe, S. (1997). ltemgtThe jigsaw classroom: Building cooperation in the classroomltemgt (2nd ed.). New York: Addison Wesley Longman. ltpgt ltpgtAtwell, N. (1998). ltemgtIn the middle: New understandings about writing, reading, and learningltemgt. Portsmouth, NH: BoyntonCook. ltpgt ltpgtBear, D. R. Invernizzi, M. Templeton, S. ampamp Johnston, F. (2000). ltemgtWords their way: Word study for phonics, vocabulary, and spelling instructionltemgt (2 nd ed.). Upper Saddle River, NJ: Merrill. ltpgt ltpgtBourassa, D. C. ampamp Treiman, R. (2001). Spelling development and disability: The importance of linguistic factors. ltemgtLanguage, Speech, and Hearing Services in Schools, 32,ltemgt 172-181.ltpgt ltpgtBridge, C. A. Compton-Hall, M. ampamp Cantrell, S. C. (1997). Classroom writing practices revisited: The effects of statewide reform on writing instruction. ltemgtElementary School Journal, 98,ltemgt 151-170.ltpgt ltpgtBridges, L. (1997). ltemgtWriting as a way of knowingltemgt. Portland, ME: Stenhouse. ltpgt ltpgtBright, R. (1995). ltemgtWriting instruction in the intermediate grades: What is said, what is done, what is understoodltemgt. Newark, DE: International Reading Association. ltpgt ltpgtCalkins, L. M. (1994). ltemgtThe art of teaching writingltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtCarnine, D. W. Silbert, J. ampamp Kameenui, E. J. (1997). ltemgtDirect instruction readingltemgt. Upper Saddle River, NJ: Merrill. ltpgt ltpgtCarr, E. ampamp Ogle, D. M. (1987). K-W-L plus: A strategy for comprehension and summarization. ltemgtJournal of Reading, 30,ltemgt 626-631.ltpgt ltpgtChristenson, S. Thurlow, M. Ysseldyke, J. ampamp McVicar, R. (1989). Written language instruction for students with mild handicaps: Is there enough quantity to ensure quality ltemgtLearning Disability Quarterlyltemgtltemgt, 12,ltemgt 219-229.ltpgt ltpgtCox, C. (1996). ltemgtTeaching language arts: A student and response centered classroomltemgt. Boston: Allyn ampamp Bacon. ltpgt ltpgtCulham, R. (2003). ltemgt6 1 traits of writing: The complete guide grades 3 and upltemgt. New York: Scholastic. ltpgt ltpgtCunningham, P. M. (2000). ltemgtPhonics they use: Words for reading and writingltemgt (3 rd ed.). New York: Addison Wesley Longman. ltpgt ltpgtDe La Paz, S. Swanson, P. N. ampamp Graham, S. (1998). The contribution of executive control to the revising by students with writing and learning difficulties. ltemgtJournal of Educational Psychology, 90,ltemgt 448-460.ltpgt ltpgtElbow, P. (1998a). ltemgtWriting without teachersltemgt (2nd ed.). New York: Oxford University Press. ltpgt ltpgtElbow, P. (1998b). ltemgtWriting with power: Techniques for mastering the writing process ltemgt(2nd ed.). New York: Oxford University Press. ltpgt ltpgtEllis, E. S. ampamp Friend, P. (1991). Adolescents with learning disabilities. In B. Y. L. Wong (Ed.), ltemgtLearning about learning disabilitiesltemgt (pp. 505-561). San Diego: Academic Press. ltpgt ltpgtFearn, L. ampamp Farnan, N. (1998). ltemgtWriting effectively: Helping children master the conventions of writingltemgt. Needham Heights, MA: Allyn ampamp Bacon. ltpgt ltpgtFletcher, R. (1992). ltemgtWhat a writer needsltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtFletcher, R. J. (1996). ltemgtBreathing in, breathing out: Keeping a writers notebookltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtFletcher, R. J. (2002). ltemgtPoetry matters: Writing a poem from the inside outltemgt. New York: Harper Trophy. ltpgt ltpgtFletcher, R. ampamp Portalupi, J. (1998). ltemgtCraft lessons: Teaching writing K-8ltemgt. Portland, ME: Stenhouse. ltpgt ltpgtFletcher, R. ampamp Portalupi, J. (2001). ltemgtWriting workshop: The essential guideltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtFlower, L. (1989). ltemgtProblem solving strategies for writingltemgt (3rd ed.). Orlando, FL: Academic Press. ltpgt ltpgtGraham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. ltemgtLearning Disability Quarterly, 22,ltemgt 78-98.ltpgt ltpgtGraham, S. (2000). Should the natural learning approach replace spelling instruction ltemgtJournal of Educational Psychology, 92,ltemgt 235-247.ltpgt ltpgtGraham, S. ampamp Harris, K. R. (2002). Prevention and intervention for struggling writers. In M. Shinn, H. Walker, ampamp G. Stoner (Eds.), ltemgtInterventions for academic and behavior problems II: Preventive and remedial techniquesltemgt (pp. 589-610). Washington, DC: The National Association of School Psychologists. ltpgt ltpgtGraham, S. ampamp Harris, K. R. (2005). ltemgtWriting better: Effective strategies for teaching students with learning difficultiesltemgt. Baltimore: Brookes. ltpgt ltpgtGraham, S. Harris, K. R. ampamp Loynachan, C. (1993). The basic spelling vocabulary list. ltemgtJournal of Educational Research, 86,ltemgt 363-368.ltpgt ltpgtGraham, S. Harris, K. R. ampamp Loynachan, C. (1994). The spelling for writing list. ltemgtJournal of Learning Disabilities, 27,ltemgt 210-214.ltpgt ltpgtGraham, S. ampamp Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. ltemgtEducational Psychology Review, 8,ltemgt 7-87.ltpgt ltpgtGraves, D. H. (1994). ltemgtA fresh look at writingltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtHarris, A. J. ampamp Sipay, E. R. (1985). ltemgtHow to increase reading ability: A guide to developmental and remedial methodsltemgt. New York: Longman. ltpgt ltpgtHarris, K. R. ampamp Graham, S. (1996). ltemgtMaking the writing process work: Strategies for composition and self-regulationltemgt. Cambridge, MA: Brookline Books. ltpgt ltpgtHeard, G. (1989). ltemgtFor the good of the earth and sun: Teaching poetryltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtHeard, G. (1998). ltemgtAwakening the heart: Exploring poetry in elementary and middle schoolltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtHeard, G. (2002). ltemgtThe revision toolbox: Teaching techniques that workltemgt. Portsmouth, NH: Heinemann. ltpgt ltpgtIndrisano, R. ampamp Squire, J. R. (Eds.) (2000). ltemgtPerspectives on writing: Research, theory, and practiceltemgt. Newark, DE: International Reading Association. ltpgt ltpgtMcGinley, W. J. ampamp Denner, P. R. (1987). Story impressions: A pre-readingwriting activity. ltemgtJournal of Reading, 31,ltemgt 248-253.ltpgt ltpgtMulcahy, R. Marfo, K. Peat, D. ampamp Andrews, J. (1986). ltemgtSPELT: A strategies program for effective learning and thinkingltemgt. Calgary: University of Alberta. ltpgt ltpgtNelson, N. W. Bahr, C. B. ampamp Van Meter, A. M. (2004). ltemgtThe writing lab approach to language instruction and interventionltemgt. Baltimore: Brookes. ltpgt ltpgtNeubert, G. A. ampamp McNelis, S. J. (1986). Improving writing in the disciplines. ltemgtEducational Leadership, 43ltemgt(7), 54-58. ltpgt ltpgtNichols, J. N. (1980). Using paragraph frames to help remedial high school students with writing assignments. ltemgtJournal of Reading, 24,ltemgt 228-231. ltpgt ltpgtOgle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. ltemgtThe Reading Teacher, 39,ltemgt 564-570.ltpgt ltpgtPalincsar, A. S. ampamp Klenk, L. (1992). Fostering literacy learning in supportive contexts. ltemgtJournal of Learning Disabilities, 25,ltemgt 211-225. ltpgt ltpgtPersky, H. R. Daane, M. C. ampamp Jin, Y. (2003). ltemgtThe nations report card: Writing 2002ltemgt. U. S. Department of Education, National Center for Education Statistics. ltpgt ltpgtPortalupi, J. ampamp Fletcher, R. J. (2001). ltemgtNonfiction craft lessons: Teaching information writing K-8ltemgt. Portland, ME: Stenhouse. ltpgt ltpgtRay, K. W. (1999). ltemgtWondrous words: Writers and writing in the elementary classroomltemgt. Urbana, IL: National Council of Teachers of English. ltpgt ltpgtRay, K. W. Laminack, L. (2001). ltemgtWriting workshop: Working through the hard parts (and theyre all hard)ltemgt. Urbana, IL: National Council of Teachers of English. ltpgt ltpgtSinger, B. D. ampamp Bashir, A. S. (1999). What are executive functions and self-regulation and what do they have to do with language-learning disorders ltemgtLanguage, Speech, and Hearing Services in Schools, 30,ltemgt 265-273. ltpgt ltpgtSomers, A. B. (1999). ltemgtTeaching poetry in high schoolltemgt. Urbana, IL: National Council of Teachers of English. ltpgt ltpgtSpandel, V. (2001). ltemgtCreating writers through 6-trait writing assessment and instruction ltemgt(3rd ed.). New York: Addison Wesley Longman. ltpgt ltpgtTempleton, S. ampamp Morris, D. (1999). Questions teachers ask about spelling. ltemgtReading Research Quarterly, 34,ltemgt 102-112. ltpgt ltpgtTroia, G. A. (2002). Teaching writing strategies to children with disabilities: Setting generalization as the goal. ltemgtExceptionality, 10,ltemgt 249-269. ltpgt ltpgtTroia, G. A. ampamp Graham, S. (2003). Effective writing instruction across the grades: What every educational consultant should know. ltemgtJournal of Educational and Psychological Consultation, 14,ltemgt 75-89. ltpgt ltpgtTroia, G. A. Lin, S. C. Cohen, S. ampamp Monroe, B. W. (in preparation). ltemgtA year in the writing workshop: Effects of professional development on teachers writing instructionltemgt. ltpgt ltpgtTroia, G. A. Lin, S. C. Monroe, B. W. ampamp Cohen, S. (in preparation). ltemgtThe effects of writing workshop on the performance and motivation of good and poor writersltemgt. ltpgt ltpgtTroia, G. A. ampamp Maddox, M. E. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. ltemgtExceptionality, 12,ltemgt 19-37. ltpgt ltpgtTucker, S. (1995). ltemgtPainting the sky: Writing poetry with childrenltemgt. Glenview, IL: Good Year Books. ltpgt ltpgtTucker, S. (1997). ltemgtWord weavings: Writing poetry with childrenltemgt. Glenview, IL: Good Year Books. ltpgt ltpgtTucker, S. (2001). ltemgtKindle the fire: Poetry with middle school studentsltemgt. Glenview, IL: Good Year Books. ltpgt ltpgtVenezky, R. L. (1999). ltemgtThe American way of spelling: The structure and origins of American English orthographyltemgt. New York: Guilford Press. ltpgt ltpgtWestby, C. ampamp Costlow, L. (1991). Implementing a whole language program in a special education class. ltemgtTopics in Language Disorders, 11,ltemgt 69-84. ltpgt ltpgtWood, K. D. (1986). How to smuggle writing into the classroom. ltemgtMiddle School Journal, 17ltemgt(3), 5-6. ltpgt ltpgtWood, K. D. ampamp Harmon, J. M. (2001). ltemgtStrategies for integrating reading and writing in middle and high school classroomsltemgt. Westerville, OH: National Middle School Association. ltpgt ltpgtWray, D. Medwell, J. Fox, R. ampamp Poulson, L. (2000). The teaching practices of effective teachers of literacy. ltemgtEducational Review, 52,ltemgt 75-84. ltpgt ltpgtYoung, A. (2002). ltemgtTeaching writing across the curriculumltemgt (3rd ed.). Upper Saddle River, NJ: Prentice Hall. ltpgtMULTIPLE INTELLIGENCES WORKSHEETS The Multiple Intelligence theory suggests that no one set of teaching strategies will work best for all students at all times. All children have different proclivities in the seven intelligences, so any particular strategy is likely to be successful with several students, and yet, not for others. Because of these individual differences among students, teachers are best advised to use a broad range of teaching strategies with their students. As long as instructors shift their intelligence emphasis from presentation to presentation, there will always be a time during the period or day when a student has his or her own highly developed intelligence(s) actively involved in learning. Key Points in MI Theory Each person possesses all seven intelligences - MI theory is not a quottype theoryquot for determining the one intelligence that fits. It is a theory of cognitive functioning, and it proposed that each person has capacities in all seven intelligences. Most people can develop each intelligence to an adequate level of competency - although an individual may bewail his deficiencies in a given area and consider his problems innate and intractable, Gardner suggests that virtually everyone has the capacity to develop all seven intelligences to a reasonably high level of performance if given the appropriate encouragement, enrichment, and instruction. Intelligences usually work together in complex ways - Gardner points out that each intelligence as described above is actually a quotfictionquot that is no intelligence exists by itself in life (except perhaps in very rare instances in savants and brain-injured individuals.) Intelligences are always interacting with each other. There are many ways to be intelligent within each category - there is no standard set of attributes that one must have to be considered intelligent in a specific area. Consequently, a person may not be able to read, yet be highly linguistic because he can tell a terrific story or has a large, oral vocabulary. Similarly, a person may be quite awkward on the playing field, yet possess superior bodily-kinesthetic intelligence when she weaves a carpet or creates an inlaid chess table. MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences. All students can learn and succeed, but not all on the same day in the same way. - William G. Spady MULTIPLE INTELLIGENCES TEST Where does your true intelligence lie This quiz will tell you where you stand and what to do about it. Read each statement. If it expresses some characteristic of yours and sounds true for the most part, jot down a quotT. quot If it doesnt, mark an quotF. quot If the statement is sometimes true, sometimes false, leave it blank. 1. Id rather draw a map than give someone verbal directions. 2. I can play (or used to play) a musical instrument. 3. I can associate music with my moods. 4. I can add or multiply in my head. 5. I like to work with calculators and computers. 6. I pick up new dance steps fast. 7. Its easy for me to say what I think in an argument or debate. 8. I enjoy a good lecture, speech or sermon. 9. I always know north from south no matter where I am. 10. Life seems empty without music. 11. I always understand the directions that come with new gadgets or appliances. 12. I like to work puzzles and play games. 13. Learning to ride a bike (or skates) was easy. 14. I am irritated when I hear an argument or statement that sounds illogical. 15. My sense of balance and coordination is good. 16. I often see patterns and relationships between numbers faster and easier than others. 17. I enjoy building models (or sculpting). 18. Im good at finding the fine points of word meanings. 19. I can look at an object one way and see it sideways or backwards just as easily. 20. I often connect a piece of music with some event in my life. 21. I like to work with numbers and figures. 22. Just looking at shapes of buildings and structures is pleasurable to me. 23. I like to hum, whistle and sing in the shower or when Im alone. 24. Im good at athletics. 25. Id like to study the structure and logic of languages. 26. Im usually aware of the expression on my face. 27. Im sensitive to the expressions on other peoples faces. 28. I stay quotin touchquot with my moods. I have no trouble identifying them. 29. I am sensitive to the moods of others. 30. I have a good sense of what others think of me. MULTIPLE INTELLIGENCE SCORING SHEET Place a check mark by each item you marked as quottrue. quot Add your totals. A total of four in any of the categories A through E indicates strong ability. In categories F and G a score of one or more means you have abilities as well.
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