Explicit and evidence-based literacy instruction in middle school: an observation study

Stark, Kristabel; Wexler, Jade; Shelton, Alexandra; Johnston, Tara Burke; Omohundro, Karen

doi:10.1007/s11145-023-10470-y

Read Writ

2023

DOI: 10.1007/s11145-023-10470-y

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Explicit and evidence-based literacy instruction in middle school: an observation study

Kristabel Stark,

Jade Wexler,

Alexandra Shelton

et al.

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2024

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Cited by 2 publications

References 37 publications

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Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Barnes,

Schrodt,

Fields

2024

Reading & Writing Quarterly

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Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Barnes,

Schrodt,

Fields

2024

Reading & Writing Quarterly

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Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

Barnes,

Cartwright

2024

Intervention in School and Clinic

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Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to increase the vocabulary and background knowledge of their students. The purpose of this paper is to provide effective instructional strategies to build both background knowledge and vocabulary knowledge to increase comprehension of content area material.

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Explicit and evidence-based literacy instruction in middle school: an observation study

Cited by 2 publications

References 37 publications

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Science, Literacy, and Students with Disabilities: What Middle School Science Teachers Need to Support Students with Disabilities in Their Classrooms

Strategies to Build the Vocabulary and Background Knowledge of Students With Learning Disabilities

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