Discussion Question #1

Discuss the issues related to written communication instruction. Explain the specific deficits and troubles struggling students have. What limited strategies do older students have? (Bryant et al., 2011; National Assessment of Educational Progress, 2013; U.S. Department of Education, 2002) 

Discussion Question #2

How do the issues related to written communication instruction effect struggling students with writing tasks? Explain the difference between dyslexia and dysgraphia and name the identified problem associated with each. (Graham et al., 2001; Graham & Harris, 2005; Hammill & Bryant, 1998; Honig et al., 2008; Lane et al., 2012; Moats, 2005/2006; )

Discussion Question #3

Explain each of the five components of reading. For each component, what are the characteristics of struggling readers? What effective instructional strategies can be used to assist struggling students? How do the strategies of Collaborative Strategic Reading support student success in reading comprehension? (Bryant et al., 2012; Cunningham, 2013; Honig et al., 2008; Kim et al., in preparation)

Discussion Question #4

Explain the five stages of the writing process. What characteristics of struggling readers comprise each stage? How do the phases of writing instruction promote student success? If a student were struggling with the prewriting (drafting, editing, revising, or publishing) stage, how would you support their learning through effective instruction? (Hammill & Bryant, 1998; adapted from A. P. Johnson (2008), Teaching Reading and Writing, pp. 191–192; Mercer & Pullen, 2004)

Discussion Question #5

Students may struggle in both reading and writing. How would you integrate reading and writing instruction into a cohesive literacy lesson? How would a student’s struggles with reading fluency and comprehension affect their performance with the writing process?

Discussion Question #6

Thinking back to the ADAPT framework, what instructional adaptations can be made for reading and writing? How would those adaptations ensure students attain the instructional objectives for reading and writing? How can UDL principles be applied to the design and integration of literacy lessons?