Access the full text.
Sign up today, get DeepDyve free for 14 days.
Loading next page...
/lp/sage/broken-promises-reading-instruction-in-the-resource-room-0k0FuN133L
References (46)
-
D. Carnine, Edward Kameenui (1990)
The General Education Initiative and Children with Special NeedsJournal of Learning Disabilities, 23
-
N. Zigmond (1995)
Special Education in Restructured Schools: Findings from Three Multi-Year Studies.Phi Delta Kappan, 76
-
M. Will (1986)
Educating Children with Learning Problems: A Shared ResponsibilityExceptional Children, 52
-
P. Johnston, R. Allington, Peter Afflerbach (1985)
The Congruence of Classroom and Remedial Reading InstructionThe Elementary School Journal, 85
-
S. Vaughn (1996)
Teachers' Views of Inclusion.Learning Disabilities Research and Practice, 11
-
(1995)
The illusion offUll inclusion: A comprehensive critique ofa current special education band wagon -
N. Mather (1992)
Whole Language Reading Instruction for Students with Learning Disabilities: Caught in the Cross Fire.Learning Disabilities Research and Practice, 7
-
E. Hiebert (1983)
An Examination of Ability Grouping for Reading Instruction.Reading Research Quarterly, 18
-
A. Kuzel (1992)
Sampling in qualitative inquiry. -
D. Fuchs, L. Fuchs (1994)
Inclusive Schools Movement and the Radicalization of Special Education ReformExceptional Children, 60
-
J. Schumm, S. Vaughn, Diane Haager, Judith McDowell, L. Rothlein, Linda Saumell (1995)
General Education Teacher Planning: What Can Students with Learning Disabilities Expect?Exceptional Children, 61
-
Ruth Mcintosh, S. Vaughn, J. Schumm, Diane Haager, Okhee Lee (1993)
Observations of Students with Learning Disabilities in General Education ClassroomsExceptional Children, 60
-
Doreen Kronick, Louisa Cook, L. Moats (1993)
Learning Disabilities in the United StatesJournal of Learning Disabilities, 26
-
P. Peterson, Sarah McCartney, R. Elmore (1996)
Learning From School RestructuringAmerican Educational Research Journal, 33
-
E. Kameenui (1993)
Diverse Learners and the Tyranny of Time: Don't Fix Blame; Fix the Leaky Roof.The Reading Teacher, 46
-
The case[or early reading intervention: Foundations of reading acquisition -
(1997)
Academic outcomes fOr -
M. Adams (1991)
Beginning To Read: Thinking and Learning about Print.Language, 67
-
J. Torgesen, R. Wagner, C. Rashotte, Ann Alexander, T. Conway (1997)
Preventive and Remedial Interventions for Children with Severe Reading DisabilitiesLearning Disabilities: a Multidisciplinary Journal, 8
-
J. Ysseldyke (1989)
Teaching Structures and Tasks in Reading Instruction for Students with Mild Handicaps., 4
-
Richard Anderson (1985)
Becoming a Nation of Readers: The Report of the Commission on Reading -
María Reyes (1992)
Challenging Venerable Assumptions: Literacy Instruction for Linguistically Different StudentsHarvard Educational Review, 62
-
R. Allington (1983)
The Reading Instruction Provided Readers of Differing Reading AbilitiesThe Elementary School Journal, 83
-
R. Felton (1993)
Effects of Instruction on the Decoding Skills of Children with Phonological-Processing ProblemsJournal of Learning Disabilities, 26
-
Louise Spear-Swerling, R. Sternberg (1996)
Off Track: When Poor Readers Become ""Learning Disabled"" -
R. Slavin (1984)
Research methods in education: A practical guide -
(1994)
Qualitative data analysis (2nd ed.) -
S. Moody, S. Vaughn, J. Schumm (1997)
Instructional Grouping for Reading: Teachers' ViewsRemedial and Special Education, 18
-
(1993)
Position Paper on Full Inclusion of All Students with Learning Disabilities in the Regular Education ClassroomJournal of Learning Disabilities, 26
-
(1989)
The manujactured crisis: Myths, fraud, and attack on America's public schools -
Grouping for reading instruction: General education teachers' perceptions and practices -
Bess Altwerger (1987)
Whole Language: What's New?.The Reading Teacher, 41
-
G. Sykes (1996)
Reform of and as Professional DevelopmentPhi Delta Kappan, 77
-
(1996)
Reclaiming the center -
Deborah Simmons, E. Kameenui, D. Chard (1998)
General Education Teachers' Assumptions about Learning and Students with Learning Disabilities: Design-of-Instruction AnalysisLearning Disability Quarterly, 21
-
N. Zigmond, J. Baker (1990)
Mainstream Experiences for Learning Disabled students (Project MELD): preliminary report.Exceptional children, 57 2
-
(1991)
Teaching skills in whole language classrooms -
(1989)
Phonological awareness and word recognition: Assessment and intervention -
B. Elbaum, J. Schumm, S. Vaughn (1997)
Urban Middle-Elementary Students' Perceptions of Grouping Formats for Reading InstructionThe Elementary School Journal, 97
-
J. Eldredge, Dennie Butterfield (1986)
Alternatives to traditional reading instructionThe Reading Teacher, 40
-
Use Visa, M/C, or AMEX or send check or money order + $4.95 S&H ($2.50 each add'l item) to: BooksNow, 6600 W. Charleston Blvd -
M. Haynes, J. Jenkins (1986)
Reading Instruction in Special Education Resource Rooms, 23
-
Michael Graves, P. Broek, B. Taylor (1996)
The first R : every child's right to read -
(1992)
Successful school improvement. Philadelphia: Open University Press -
(1994)
Compensatory and special education: Is there accountability for learning and belief in children's potential? -
James Flood (1992)
Am I Allowed to Group? Using Flexible Patterns for Effective Instruction.The Reading Teacher, 45
- Publisher
- SAGE
- Copyright
- © 1998 Council for Exceptional Children
- ISSN
- 0014-4029
- eISSN
- 2163-5560
- DOI
- 10.1177/001440299806400205
- Publisher site
- See Article on Publisher Site
Abstract
Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.
Journal
Exceptional Children – SAGE
Published: Jan 1, 1998