EDAS 743
Resource Application
I believe that Ms. Joyner and her students would benefit from the study because, in a perfect world,
the Language Arts blocks would offer the kids enough time for autonomous writing, guided
writing, guided reading, and reading with a focus lesson.
The integration of reading and writing has also been found to improve students' reading and writing
skills (Collins et al., 2017; Kuehner & Hurley, 2019; Sawchuk & Schwarts, 2019; Lee & Schallert,
2016). According to Graham's (2020) findings, reading instruction enhanced students' writing,
supporting theories that claim reading and writing are related. Systematic reading teaching
improved students' writing abilities, according to Jouhar & Rupley (2021).
Research-Based Strategies
Strategy 1: Reading Focus A character attribute graphic organizer and a read-aloud will be
included in the reading focus. Students will use note-taking
techniques to construct the graphic organizer for their language arts
notebook as the teacher completes it.
Strategy 2: Writing Focus Persuasive writing will be clearly taught in the writing focus lesson.
The Four-Square graphic organizer will be used by the classroom
teacher as a model for the writing process.
Strategy 3: Mini Lesson
Writing (Stations)
The mini-lessons will cover topics including brainstorming, topic
selection, brainstorming details, connecting ideas, adding vivid
language, elaborating ideas, introduction and conclusion paragraphs,
editing and revision, and publication.
Selected Strategy
The strategy that we selected was the reading focus lesson because the reading focus lesson would
help the student when it comes to their note taking as we are going through the reading process. It
would help the students become more organize when it comes to their thoughts and ensuring that
their thoughts are organized in order and aren’t confusing them. Students will use note-taking
techniques to construct the graphic organizer for their language arts notebook as the teacher
completes it. Ms. Joyner and I felt that as a team if we can help the students focus more on
organizing what they are reading then, we can work on the rest of their areas of growth.
ACTION RESEARCH CASE STUDY: PROPOSAL – PART 2: STRATEGIES
TEMPLATE
EDAS 743
References
Collins, J. L., Lee, J., Fox, J. D., & Madigan, T. P. (2017). Bringing together reading and writing:
an experimental study of intensive reading comprehension in low-performing urban
elementary schools. Reading Research Quarterly, 52(3), 311-332.
http://doi.org/10.1002.rrq.175
Graham, S. (2020). The sciences of reading and writing must become more fully integrated.
Reading Research Quarterly, 55(S1), S35-S44. http://doi.org/10.1002/rrq.332
Jouhar, M. R. & Rupley, W. H. (2021). The reading-writing connection based on independent
reading and writing: A systematic review. Reading & Writing Quarterly, 37(7), 136-156.
http://doi.org/10.1080/10573569.2020.1740632
Kuehner, A. V. & Hurley, J. (2019). How integrating reading and writing supports student
success. Journal of Developmental Education, 42(2), 20-26. https://www-proquestcom.
ezproxy.liberty.edu/docview/2220135706?pq-origsite=summon
Lee, J. & Schallert, D. L. (2016). Exploring the reading-writing connection. A yearlong
classroom-based experimental study of middle school students developing literacy in a
new language. Reading Research Quarterly, 51(2), 143-164.
https://www.jstor.org/stable/43999150
EDAS 743
Sawchuk, S. & Schwarts, S. (2019). Influential reading group makes it clear: Students need
systematic, explicit phonics. Education Week. https://www.edweek.org/teachinglearning/
influential-reading-group-makes-it-clear-students-need-systematic-explicitphonics/
2019/07
Powered by TCPDF (www.tcpdf.org)
