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Direct linkHebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Roehling, Julia; Christensen, Kristin – Grantee Submission, 2018
Students with writing difficulties may have difficulty when writing informational text with source material due to (a) inexperience with such text and (b) difficulties reading and understanding source material. Teaching students to take notes related to informational text using text structures (e.g., description, compare/contrast) may help them…
Descriptors: Writing Difficulties, Writing (Composition), Writing Instruction, Notetaking
Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro – Journal of Learning Disabilities, 2009
Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…
Descriptors: Reading Comprehension, Low Achievement, Reading Tests, Reading Processes
Esteves, Kelli J.; Whitten, Elizabeth – Reading Horizons, 2011
The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children's literature and engaged…
Descriptors: Reading Strategies, Electronic Publishing, Reading Fluency, Sustained Silent Reading
