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Embedded Learning Strategy Instruction: Story-Structure Pedagogy in Heterogeneous Secondary Literature Classes
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Faggella-Luby, Michael; Schumaker, Jean S.; Deshler, Donald D. – Learning Disability Quarterly, 2007
The effects of using the Embedded Story-Structure (ESS) Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nine-day…
Descriptors: Reading Comprehension, Reading Strategies, Reading Instruction, Instructional Effectiveness