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Direct linkEnglert, Carol Sue; Mariage, Troy V. – Intervention in School and Clinic, 2020
This article describes a comprehension strategy that can be used by teachers to help students identify and construct the main ideas for expository texts. The BURNS Strategy (i.e., Box. Underline. Reread. Note. Summarize.) was developed as part of a larger reading intervention to improve the comprehension performance of struggling readers in the…
Descriptors: Reading Strategies, Reading Instruction, Reading Difficulties, Reading Comprehension
Mariage, Troy V.; Englert, Carol Sue; Mariage, Mary F. – Learning Disability Quarterly, 2020
This exploratory case study used a mixed-methods pre-/post-intervention design to study the impact of an intervention on reading comprehension, annotation, and discussion quality. Five third-grade struggling readers who were part of a Tier 2 reading comprehension group were apprenticed into holding close-reading discussions of informational text.…
Descriptors: Reading Difficulties, Elementary School Students, Intervention, Instructional Effectiveness
Englert, Carol Sue – Learning Disabilities Research & Practice, 2009
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…
Descriptors: Text Structure, Literacy, Reading Instruction, Intervention
Englert, Carol Sue; Zhao, Yong; Dunsmore, Kailonnie; Collings, Natalia Yevgenyevna; Wolbers, Kimberly – Learning Disability Quarterly, 2007
Relatively little is known about the potential of web-based programs to support and scaffold the writing performance of students with disabilities. In this study, an experimental and control group of students planned and organized their ideas in order to write expository papers about self-selected topics. The experimental group used a web-based…
Descriptors: Sentences, Special Needs Students, Scaffolding (Teaching Technique), Technology Integration
Peer reviewedEnglert, Carol Sue; And Others – Learning Disability Quarterly, 1994
This article reports on implementation of the Early Literacy Project with primary level students with mild disabilities. Special attention is given to one preconventional writer whose performance was advanced by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, and…
Descriptors: Classroom Communication, Cognitive Development, Dialogs (Language), Learning Disabilities
Peer reviewedEnglert, Carol Sue; And Others – Journal of Learning Disabilities, 1994
This study compared the effectiveness of two interventions that differed in the nature of dialogic interactions among teachers and students in reading groups. Teacher-interns (n=35) instructed 109 children with mild disabilities in special education resource rooms. Analyses indicated that the intervention featuring dialog, social interactions, and…
Descriptors: Dialogs (Language), Discussion (Teaching Technique), Discussion Groups, Elementary Education
Englert, Carol Sue; Manalo, Maragaret; Zhao, Yong – Journal of Special Education Technology, 2004
The purpose of this study was to examine how a Web-based software program impacted lower elementary students' composition of personal narratives when using a supported paragraph activity. The subjects in this experiment were first and second grade students in a multi-age classroom in a low socio-economic urban community. The participants were…
Descriptors: Computer Uses in Education, Educational Technology, Scaffolding (Teaching Technique), Writing (Composition)
