Integrating Reading and Writing to Teach Compare-Contrast Text Structure: A Research-Based Methodology

This article proposes an instructional approach for teaching compare-contrast composition that strategically integrates skills and concepts that mutually support each other within a social studies context. The dimensions of this approach are based on research involving students with and without learning difficulties and concerning text structure, writing process, and integrated reading and writing. The article presents a framework for instruction developed by the National Center to Improve the Tools of Educators, examples of lesson plans, and considerations for increasing the feasibility and sustainability of the approach.