The purpose of this study was to design and evaluate an instructional approach that combined strategy instruction with principles of dialogic pedagogy to improve the story writing of students in grades K-2 (n = 219). Specifically, drama, dialogic interactions, and oral retellings assisted learners with ideation, while strategies guided their…

The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day…

Examines the use of the Herringbone technique as a writing tool with fourth-grade children. Notes that the Herringbone technique provides students with a structure for identifying and organizing important story elements and observing relationships when reading or writing. Demonstrates that the Herringbone strategy is a useful tool for effective…

This thesis examined the reading comprehension process of three fifth-grade students who demonstrated the ability to read and write fluently but had difficulties remembering and understanding important information about what they read. The aim of this research was to develop and implement an effective teaching strategy for low-achieving students…