Strengthening Argumentative Writing in Sixth Grade ELA: Using Parallel Teaching and Self-Regulated Strategy Development by Special Educators in Co-Taught Settings

In inclusive middle school classrooms, the adoption of rigorous standards has shifted English Language Arts (ELA) instruction toward complex skills like argumentation and reasoning. Argumentative writing is a sophisticated task requiring students to explain, defend, and validate claims using evidence. However, many students with learning disabilities (SWLD) experience significant challenges with the executive functioning and self-regulation skills needed for the writing process. Special education teachers in co-taught settings must leverage specific instructional models, such as parallel teaching, to provide the intensive support necessary for students to succeed in these demanding academic tasks.

Theoretical Framework

The foundation for effective writing intervention lies in Self-Regulated Strategy Development (SRSD), which emphasizes explicit strategy instruction through modeling, guided practice, and independent performance (Hart & Power, 2022). This framework supports students by addressing the metacognitive skills required to plan, write, and revise. Furthermore, cognitive apprenticeship models allow teachers to provide scaffolds that bridge the gap between novice and expert performance, gradually releasing responsibility to the student as they master elements of scientific and academic argumentation.

Literature Summary

Co-teaching models play a vital role in the delivery of tiered supports. Research indicates that models like parallel teaching and station teaching are more effective than the traditional "one teach, one assist" approach, as they allow for smaller group sizes and more individualized support for students with disabilities (Wexler et al., 2018). Within these groups, explicit instruction using guided questions helps students brainstorm and develop their arguments, while sentence frames model the necessary academic language for formal writing. Intervention studies, such as those employing the DECIDE strategy and graphic organizers, have shown significant improvements in both the quantity and quality of argumentative essays for SWLD (Boyle et al., 2026). These scaffolds act as a "mental hold," freeing up cognitive resources for students to focus on complex reasoning and the integration of evidence.

Conclusion

Empowering special education teachers to implement evidence-based strategies within co-taught environments is essential for closing the achievement gap in ELA. By utilizing parallel teaching to deliver explicit instruction via guided questions and sentence frames, educators can successfully scaffold the complexities of argumentative writing. Future research should continue to explore the long-term impact of these strategies on student autonomy and the transfer of argumentation skills to real-world contexts.

References

Boyle, J. R., Watson, L., Frith, D. M., & Robinson, H. E. (2026). Teaching Students With and Without Learning Disabilities to Use a Scientific Argumentative Writing Strategy in Inclusive Science Classes. Learning Disabilities Research & Practice, 41(1), 48–64.

Vander Hart, N., & Power, M. (2022). Teaching Writing Strategies with Tiered Supports for Middle School Students with and without Special Needs: A Case Study. Preventing School Failure, 66(2), 167–174.

Wexler, J., et al. (2018). Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms. Exceptional Children, 84(4), 384–402.