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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