Effects of dialogue and journaling on reading comprehension

Sarah Lynn Barbian

Abstract

Developing readers with independent comprehension skills is no easy task. Nor is it a one size- fits-all approach. While working with students, especially those who have reading disabilities, it is important that teachers are aware of the multi-faceted process in which children learn. This process can be through traditional education, however quality instruction encompasses more than just the traditional methods. It is crucial that teachers adjust their instruction and tailor it to the needs of all students. The purpose of this chapter is to define a theoretical perspective of the deep understanding that teachers must have of reading instruction and the environment in which it is delivered. First, there is an explanation of how to best address the needs of students in the classroom. Second, the findings of several research articles that support those beliefs are reviewed. The final segment covers how this information guided this intervention plan.