What's a middle school teacher to do? Five evidence-based practices to support English learners and students with learning disabilities

Hovey, Katrina A.; Miller, R.; Kiru, Elisheba W.; Gerzel‐Short, Lydia; Wu, Yan; Kelly, Jerae

doi:10.1080/1045988x.2019.1565753

Cited by 4 publications

(2 citation statements)

References 31 publications

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“…As a result, several significant findings from meta-analyses and experimental studies confirmed that programs based on direct/explicit instruction were effective for improving writing not only for struggling writers but also for beginning writers [1,19,[23][24][25][26][27][28][29]. Teachers' modeling [26], mnemonics to aid in memorizing strategy steps [27], practice opportunities and feedback [27], and students' independent strategy use are all examples of direct/explicit instruction [30]. Scaffolding through well-structured tasks is critical for releasing guidance and allowing students to work independently [25].…”

Section: Effective Writing Approaches For Struggling Writersmentioning

confidence: 89%

“…Direct/explicit instruction, for example, is based on step-by-step procedures that guide students through intensive practice with reinforcement [20], modeling [21], and remedial feedback [22]. As a result, several significant findings from meta-analyses and experimental studies confirmed that programs based on direct/explicit instruction were effective for improving writing not only for struggling writers but also for beginning writers [1,19,[23][24][25][26][27][28][29]. Teachers' modeling [26], mnemonics to aid in memorizing strategy steps [27], practice opportunities and feedback [27], and students' independent strategy use are all examples of direct/explicit instruction [30].…”

Section: Effective Writing Approaches For Struggling Writersmentioning

confidence: 99%

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An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

Kokkali,

Antoniou,

Filippatou

2024

Education and Human Development

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Developing written expression is a challenging task for students with specific learning disabilities (SLDs). The current study describes a 28-hour novel writing intervention program for Greek 5th and 6th graders with SLD that focuses on cognitive and metacognitive written expression strategies. The resource room teachers used the Self-Regulated Strategy Development (SRSD) instructional approach. Participants were divided into two groups: experimental (N = 36) and control (N = 44). The study was designed as a pre-while-post-follow-up experimental study. All students were assessed on written expression and cognitive and metacognitive strategy knowledge. The ANOVA results showed that the experimental group improved statistically significantly in writing and metacognitive skills compared to the control group, providing tangible evidence that writing can be taught effectively to SLD students. The educational implications of the related findings are also discussed.

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Section: Effective Writing Approaches For Struggling Writersmentioning

confidence: 89%

Section: Effective Writing Approaches For Struggling Writersmentioning

confidence: 99%

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

Kokkali,

Antoniou,

Filippatou

2024

Education and Human Development

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Improving Behavior in Middle School Classes with Hispanic and English Language Learners: A Study of Class-Wide Function-Related Intervention Teams

Warburton,

Caldarella,

Wills

et al. 2023

J Behav Educ

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Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

Esparza,

Fleming,

Zhang

et al. 2023

Discov Educ

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The 2019 science results from the National Assessment of Educational Progress showed that 8th-grade students, especially economically challenged and emergent bilingual students, made few gains in science and reading achievement. Researchers have found that scientific language may be a significant barrier to student comprehension. Researchers have advocated for integrating effective literacy strategies into the science curriculum to assist students in science and reading outcomes. We investigated the enactment of literacy-infused science strategies of a group of participating seventh-grade science teachers in a federally funded project following monthly virtual professional development sessions. Results indicated that teachers self-reported an overall increase in their use of literacy-infused science strategies after participating in monthly literacy-infused virtual professional development.

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What's a middle school teacher to do? Five evidence-based practices to support English learners and students with learning disabilities

Cited by 4 publications

References 31 publications

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills

Improving Behavior in Middle School Classes with Hispanic and English Language Learners: A Study of Class-Wide Function-Related Intervention Teams

Investigating teachers’ use of literacy-infused science strategies: A mixed methods study

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