| This applied dissertation was designed to provide reading and writing intervention strategies for students and teachers in a high school. The current methods used in the schools were traditional, outdated, and ineffective. As a result, the teachers and administration of the school needed a new method or approach to address the 25% of students in the setting who were not achieving due to the lack of basic skills in reading and writing.;The writer developed and designed a workshop model, which drew on a cumulative body of research. In the model, teachers and students were able to explore various strategies to help combat reading and writing difficulties. The workshop provided daily sessions in reading and writing strategies in the following areas: (a) listening and writing for information and understanding, (b) reading and writing for information and understanding, (c) reading and writing for literary response, and (d) reading and writing for analysis and critical evaluation. Teachers were encouraged to continue using the strategies in their classrooms. In addition, the administration of the school motivated all department chairs to incorporate aspects of the workshop model into their curriculum.;An analysis of the data revealed that teachers and students benefited from the model. They found it more student centered and interactive. The most successful aspects of the model were the increase performance of the students who participated in the workshop and teacher recommendations of the model to their colleagues. Although teachers found the model very useful, they believed that it should be modified to use a longer time frame of 90 minutes rather than single sessions of 45 minutes. |
