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Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers
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Urbani, Jacquelyn M. – American Annals of the Deaf, 2019
Deaf and hard of hearing (d/Dhh) children frequently have delayed language; yet limited research exists on interventions to facilitate linguistic development in the classroom (Fung, Chow, & McBride-Chang, 2005). Dialogic reading is an evidence-based practice that has resulted in significantly improved language skills (Towson, Fettig, Fleury,…
Descriptors: Deafness, Hearing Impairments, Language Acquisition, Reading Instruction
A Review of a Reading Class Placement for Children with Dyslexia, Focusing on Literacy Attainment and Pupil Perspectives
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Casserly, Ann Marie; Gildea, Anne – European Journal of Special Needs Education, 2015
This research investigated a special reading class placement for children with dyslexia in the Republic of Ireland. The study compared the literacy attainments of children before and after their reading class placement, and determined in particular children's views regarding the placement. Participants included 16 children with dyslexia who had…
Descriptors: Foreign Countries, Dyslexia, Reading Instruction, Student Placement
Classroom Interactions of Mildly Intellectually Disabled Children in Special and Regular Classrooms.
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McWhirter, Jan; And Others – Australia and New Zealand Journal of Developmental Disabilities, 1990
Reading and mathematics learning activities were surveyed in eight special classes for mildly intellectually disabled children and eight regular classes with one mildly intellectually disabled child each. Children in special classes spent the most instructional time in individualized activities, whereas regular class students spent conspicuously…
Descriptors: Class Activities, Elementary Education, Foreign Countries, Individualized Instruction
An Alternative Reading Approach: Instructional Conversations in a Bilingual Special Education Setting.
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Echevarria, Jana; McDonough, Renee – Learning Disabilities Research and Practice, 1995
Students (n=12) in a self-contained elementary class for students with learning disabilities were taught using instructional conversation (IC), a teaching method in which students are engaged in interactions promoting analysis, reflection, and critical thinking. IC promoted oral participation and interactions among students and provided a holistic…
Descriptors: Bilingual Education, Classroom Communication, Discussion (Teaching Technique), Elementary Education
Teaching Structures and Tasks in Reading Instruction for Students with Mild Handicaps.
Ysseldyke, James E.; And Others – Learning Disabilities Research, 1989
Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…
Descriptors: Educational Methods, Elementary Education, Emotional Disturbances, Grouping (Instructional Purposes)
Let Go and Let Grow.
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Gonsher, Wendy; Goodwin, Donna – Volta Review, 1992
Collaboration between a supervisor and a teacher of nine first and second graders with hearing loss is recounted. Discussion includes reconsideration of classroom setup, expansion of the reading program to include more guided reading, documentation of student progress, more guided writing, and more shared decision making. (DB)
Descriptors: Classroom Design, Classroom Environment, Hearing Impairments, Instructional Improvement
Gifted Children: Enriching their Literacy Skills.
McCann, Maria – Australian Journal of Reading, 1986
Discusses how hard it is to define the gifted child and the difficulty of enriching and extending gifted children in the areas of reading and writing. Recommends starting the gifted sooner or accelerating them more quickly through a program, among other strategies. (NKA)
Descriptors: Academically Gifted, Acceleration (Education), Creative Activities, Critical Thinking
The Importance of Meaningful Contexts in Bilingual Special Education: Moving to Whole Language.
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Lopez-Reyna, Norma A. – Learning Disabilities Research and Practice, 1996
This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing…
Descriptors: Bilingual Education, Classroom Techniques, Educational Methods, Educational Principles