Special Edition - Beyond the Reading Wars Vol. 44, Issue 3 | Page 26

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Final Thoughts

The “We-Do” model of writing instruction has helped many teachers feel less overwhelmed about teaching writing; as well as given them the teaching methodologies they needed to ensure that all students can become independent writers. As we begin to think about returning to a better version of normal in our schools, I hope the “We-Do” model of instruction helps you to reflect upon your teaching practices and transform your writing instruction.

Resources

Dole, J. A., Duffy, G. G., & Pearson, P. D. (2019). Epilogue: Reflections on the gradual release of responsibility model: Where we’ve been and where we’re going. In M. B. McVee, E. Ortlieb, J.

Reichenberg, & P. D. Pearson, (Eds.). The gradual release of responsibility in literacy research and practice (Vol. 10, pp. 245–263). Emerald Publishing.

https://www.emerald.com/insight/content/doi/10.1108/ S2048-045820190000010016/full/html

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

Klein, A. (2020, February 8). Looking back and moving forward: Literacy learning in the 21st century [Keynote presentation]. National Reading Recovery and K–6 Literacy Conference, Columbus, OH, United States.

Pearson, P. D., & Gallagher, G. M. (1983).

The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X

MacLeod, C. M., & Bodner, G. E. (2017).

The production effect in memory. Current Directions in Psychological Science, 26(4), 390–395. https://doi.org/10.1177/0963721417691356

Rasinski, Tim, Nichols, William, Paige, David, Rupley, Chase Young, Valerio, Meghan. Teaching Reading: A Blend of Art and Science. Literacy Today, September/October, Literacy Today

Leah Mermelstein is an expert and author on the

teaching of writing, reading, and language development. As a literacy consultant, she works closely with school districts, teachers, and students, helping develop and deliver quality and cohesive literacy instruction. She holds a Master’s Degree in Cultural Diversity and Curriculum Reform and aspires to ground all of her work in creating equitable access to children and families. She has written numerous books on the teaching of reading and writing and the connection between the two. Her most recent book entitled, “We-Do” Writing; Maximizing Practice to Develop Independent Writers features her innovative, “We-Do” mode discussed in this article. She lives in Hoboken, New Jersey, with her eight-year-old daughter.

@MermelsteinLeah

Instagram: wedowriting, hobokenlfl

Facebook: We Do Writing Community

www.leahmermelstein.com

https://www.writeyourbrainsoutnj.com/

My web page is www.leahmermelstein.com

Twitter @MermelsteinLeah

My “We-Do” Writing Facebook Book page: https://www.facebook.com/groups/3458003700963828

Instagram: https://www.instagram.com/wedowriting/

LinkedIn: https://www.linkedin.com/in/leah-mermelstein-042a8a18/

 

 

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