Examining the effects of a comprehensive writing program on the writing performance of middle school students with learning disabilities in written expression.

2008 ◽  
Vol 23 (4) ◽  
pp. 571-586 ◽  
Author(s):  
Merilee McCurdy ◽  
Christopher Skinner ◽  
Steuart Watson ◽  
Mark Shriver
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Written Expression ◽  
Writing Program ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Writing Performance

Teaching Middle School Students With Learning Disabilities to Comprehend Text Using Self-Questioning

2017 ◽  
Vol 53 (5) ◽  
pp. 276-282 ◽  
Author(s):  
Laurice M. Joseph ◽  
Kelsey M. Ross
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Middle School Students ◽  
Evidence Based ◽  
Effective Strategy ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Reading Text ◽  
Progress Monitor

Middle school students with learning disabilities often struggle to gain meaning from text. Engaging in self-questioning is an effective strategy for comprehending text, however, middle school students with learning disabilities often do not naturally engage in self-questioning before, during, or after reading. These students may also have difficulty generating questions to ask themselves while reading text. This article presents evidence-based methods and specific instructional scaffolds for teaching middle school students with learning disabilities to generate questions on their own before, during, and after reading. A discussion of how to progress monitor students’ acquisition of self-questioning will also be provided.

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