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National Center on Secondary Education and Transition: Creating opportunities for youth with disabilities to achieve successful futures.

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Related Research

Fisher, D., & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396-406.

Students who received daily coordinated writing instruction and were gradually given more responsibility for their learning and performance showed marked improvement over time in their writing skills. This article describes the processes used with students and ways in which reading and writing instruction can be coordinated.


Taylor, R. (2002). Staff development that gets results for older, reluctant readers. Phi Delta Kappan, 84(1), 85-87.

This article describes outcomes of a research-based literacy intervention using whole-group instruction, small-group instruction, technology stations, and independent reading. Students in this program showed significant improvement in their reading level. Implementation of the program relied upon the creation of a learning community of teachers and administrators.

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This document was published by the National Center on Secondary Education and Transition (NCSET). NCSET is supported through a cooperative agreement #H326J000005 with the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education Programs, and no official endorsement should be inferred.

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