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Learning Objective: How can teachers provide effective reading instruction for the components of reading and the different writing stages?

How does the article support the Learning Objective? This article will help students understand how to support students with learning disabilities throughout the writing process through methods of differentiation, goal setting, and assessment.

Summary: This article provides strategies and sample lessons for planning and implementing journal writing instruction and assessment for students with learning disabilities. Strategies include, establishing learning outcomes, instructional models, and assessment techniques. Sample lessons are also provided.

Critical Thinking Questions:

1. What types of adaptations could be made to the expectations within the simulated journal scoring guide (Figure 1, p. 238)?

2. What would writer’s conference look like in your classroom? What would the procedures be? What would other students be doing during this time?

Article 2: Downing, J. A., & Anderson, D. (2006). In or out surprises in reading comprehension instruction. Intervention in School and Clinic, 41(3), 175–179. http://doi.org/10.1177/10534512060410030801

Learning Objective: How can teachers provide effective reading instruction for the components of reading and the different writing stages? What are the five components of reading?

How does the article support the Learning Objective? This article will help students identify and understand the potential barriers to providing effective reading instruction by analyzing a case study of a teacher-implemented reading comprehension program.

Summary: This article provides a case study of a teacher-implemented reading comprehension program for students at risk for learning disabilities. Through this experience, insights are provided, in practitioner-friendly language, as to potential barriers that may prevent positive student outcomes, as well as suggestions for providing effective reading instruction.

Critical Thinking Questions:

1. What were the “obvious/not-so-obvious” issues that made it difficult for the students to attain and apply the targeted reading comprehension skills?

2. How could Jen and the author have been more collaborative in addressing the reading comprehension needs of their struggling students?