STRUGGLING READERS ARE STRUGGLING WRITERS, TOO

Abstract

This article describes an intervention program to provide extra writing instruction to seventh-grade struggling readers. Students' reading levels ranged from first to sixth grade, with most students reading at the fourth/fifth-grade level. Characteristics of these struggling writers are discussed and compared to other research that involved low-achieving students. Students' compositions are examined, and the strengths and weaknesses are identified. The classroom teacher developed the program using authentic writing activities together with structured lessons about writing skills in order to raise these low-achieving students' achievement levels. Five components were: (a) teaching the writing process, (b) participating in writing workshop, (c) sharing published writings, (d) teaching minilessons on writing skills, and (e) providing support and guidance for students.