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Connecting the Dots in a Research Program to Develop, Implement, and Evaluate Strategic Literacy Interventions for Struggling Readers and Writers
Author(s) -
Englert Carol Sue
Publication year - 2009
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2009.00284.x
Subject(s) - literacy , reading (process) , psychological intervention , psychology , mathematics education , pedagogy , computer science , linguistics , psychiatry , philosophy
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading‐writing program to support the acquisition of read‐to‐learn and write‐to‐learn strategies in the content areas. The common thread that unifies the programs is an emphasis on text structure instruction with the provision of instructional scaffolds to support students' participation in a literacy discourse and strategies in advance of independent performance.