ERIC Number: EJ774348
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 43
Thinking, Writing, Talking: A Discourse Analysis of Writing Instruction for Boys with Dyslexia
Madigan, Timothy P.
Reading & Writing Quarterly, v23 n4 p359-416 Oct 2007
This article illustrates the importance of classroom discourse and its effect on the writing of students with dyslexia; specifically, this article examines the nature of discourse that took place within the context of two writing classrooms at The Garden School (pseudonym). When teaching students with dyslexia, the teachers in this study followed the five paragraph model, one very strictly and the other more freely. Findings are discussed in terms of how the structure of the writing activities affected the students' writing and cognitive efforts.
Descriptors: Dyslexia, Discourse Analysis, Classroom Communication, Writing Achievement, Thinking Skills, Teaching Methods, Writing Instruction, Middle School Students, High School Students, Instructional Effectiveness, Process Approach (Writing), Teacher Student Relationship, Case Studies, Interviews, Males
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A