Reading and Writing Instruction in the Upper Elementary Grades. (May 2017)

• Record Type: Journal Article
• Authors: Toste, Jessica R.; Ciullo, Stephen
• Is Part Of: Intervention in school and clinic. Volume 52:Number 5(2017:May)
• Page Start: 259
• Page End: 261
• Publication Date: 2017-05
• Subjects: reading -- writing -- literacy -- upper elementary -- learning disabilities; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451216676835
• Languages: English
• ISSNs: 1053-4512

Abstract

This special issue of Intervention in School and Clinic supports the knowledge and skills of educators who provide reading and writing intervention to students with learning disabilities (LD) in the upper elementary grades. Grades 3 through 5 are critical to long-term academic success because, for many students with LD, foundational literacy skills are still developing during a time when reading and writing tasks become more challenging. In this issue, evidence-based instructional practices and strategies are presented. The articles in this issue include interventions for improving word reading skills, written expression, advanced reading comprehension, as well as motivation and self-determined learning. Detailed teaching steps, classroom examples, and suggestions for classroom resources are included.