The authors conducted a multiple-baseline study to investigate the effects of a computer-based graphic organizer (CBGO) with embedded self-regulated learning strategies on the quantity and quality of persuasive essay writing by students with high-incidence disabilities. Ten seventh-and eighth-grade students with learning disabilities, emotional and behavioral disorders, attention deficit hyperactivity disorder, and autism spectrum disorder participated in the study. The authors collected data on the number of words, sentences, transition words, essay parts, and holistic writing quality score across (a) baseline (writing on the computer without the CBGO), (b) CBGO-use phase (writing on the computer with the CBGO), and (c) maintenance (writing on the computer without the CBGO). In a visual analysis, all participants improved the quality of their writing, and the majority of students also increased the quantity of their writing. Student interview data are presented to discuss the social validity of this innovative technology-based intervention.

Mastery of phonics skills is crucial for reading with automaticity (speed and accuracy), and as such, is an essential component in reading development (National Reading Panel, 2000). Furthermore, to be a fluent reader, an accuracy rate of 93% to 97% is considered ideal (Burns, 2002;Gickling & Thompson, 1985). Research suggests that when students consistently decode with high rates of accuracy, their reading fluency improves, which in turn enables comprehension of text (Chard, Vaughn, & Tyler, 2002;Levy, Abello, & Lysynchuk, 1997). Targeted instruction for students who struggle with basic decoding skills are imperative because over time, poorly skilled readers fall further behind their typically achieving peers (Judge & Bell, 2011). This is especially true for students whose disabilities impact their reading proficiency.For K-12 students, approximately 80% of those with reading difficulties have a phonological core deficit (Lyon, 1996). Difficulty with learning sounds that make up words significantly impacts students' ability to read. Even after receiving research-based instruction, students with learning disabilities (LD) demonstrate slower growth in word analysis ability and fluency in comparison with their peers without disability (Katz, Stone, Carlisle, Corey, & Zeng, 2008). Compounding this issue, students with attention problems exhibit limited impulse control that can adversely affect struggling readers who require more focal attention on decoding than their typically achieving peers (Rabiner, Coie, & CPPRG, 2000). Furthermore, their ability to retain and master skills is often displayed inconsistently. Effective Reading InstructionResearch has identified instructional practices associated with higher reading outcomes for students with disabilities. These practices include direct explicit reading instruction that addresses individual deficits in a logical scope and sequence of instruction (Carnine, Silbert, Kame'enui, & Tarver, 2004). Explicit instruction of reading entails teacher modeling (Regan & Berkeley, 2012), ongoing feedback with guided practice (Rupley, Blair, & Nichols, 2009), and ample independent reading practice (Hall, Hughes, & Filbert, 2000).Providing these elements of effective reading instruction can be challenging given the diverse needs in today's classroom. Inclusive classrooms include students with varied disabilities, culturally and linguistically diverse groups, atrisk learners, and/or students who are gifted and talented (Mastropieri & Scruggs, 2010). Differentiated instruction is 497261S ED48210.

Written expression is often difficult for students with and without learning disabilities. Research-based strategies to support this essential skill include self-regulated learning strategies, technology, and tools for planning and writing. This article describes a multifaceted technology-based writing intervention with embedded self-regulated learning strategies known as a computer-based graphic organizer or CBGO. The CBGO is described to assist teachers in their efforts to support upper elementary and middle school students to plan and write a high-quality persuasive paragraph. Recommendations for instructional use are discussed.

Scripted lesson plans and/or professional development alone may not be sufficient to encourage teachers to reflect on the quality of their teaching and improve their teaching. One learning tool that teachers may use to improve their teaching is Lesson Study (LS). LS is a collaborative process involving educators, based on concepts of iteration and revision, to improve instruction. The initial use of an adapted version of LS referred to as a microteaching lesson study (MLS) is described in this article. Our purpose is to illustrate the process of MLS used by a group of researchers when developing lesson plans for teaching students with learning disabilities. We describe MLS, and then (1) share an application of MLS used by a research team in developing a writing intervention, and (2) discuss how the MLS format was mirrored with K-12 teachers during professional development training.

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