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Instructional Grouping for Reading for Students with LD: Implications for Practice.
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Vaughn, Sharon; Hughes, Marie Tejero; Moody, Sally Watson; Elbaum, Batya – Intervention in School and Clinic, 2001
This article discusses different types of instructional grouping for teaching reading skills to students with learning disabilities, including whole-class instruction, small-group instruction, peer pairing and tutoring, and one-on-one instruction. After discussion of each groping format, implications for practice are highlighted, particularly…
Descriptors: Elementary Education, Group Instruction, Grouping (Instructional Purposes), Inclusive Schools
Reading Instruction in the Resource Room: Set Up for Failure.
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Moody, Sally Watson; Vaughn, Sharon; Hughes, Marie Tejero; Fischer, Meryl – Exceptional Children, 2000
The reading instruction, grouping practices, and outcomes for 59 students with learning disabilities (LD) in resource room settings were examined by this follow-up study. Whole class instruction was the dominant grouping format and only half of the special education teachers provided differentiated materials and instruction. Overall, no…
Descriptors: Classroom Techniques, Elementary Education, Followup Studies, Grouping (Instructional Purposes)
Mixed-Ability Grouping for Reading: What Students Think.
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Elbaum, Batya; Moody, Sally Watson; Schumm, Jeanne Shay – Learning Disabilities Research and Practice, 1999
Fifty-five 3rd-grade students, 27 of them with learning disabilities, were interviewed to determine their perceptions of grouping formats in reading instruction, with emphasis on small, mixed-ability groups. Students perceived that there are definite benefits and drawbacks to working in this format, including pacing, embarrassment, and working…
Descriptors: Cooperative Learning, Elementary Education, Grade 3, Grouping (Instructional Purposes)
Broken Promises: Reading Instruction in the Resource Room.
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Vaughn, Sharon; Moody, Sally Watson; Schumm, Jeanne Shay – Exceptional Children, 1998
This study examined reading instruction and grouping practices for students with learning disabilities through interviews with 14 special education teachers and observations of their resource room instruction. Teachers primarily provided whole group reading instruction and little differentiated instruction or materials despite the wide range of…
Descriptors: Elementary Education, Grouping (Instructional Purposes), Individualized Instruction, Interviews
Grouping Practices and Reading Outcomes for Students with Disabilities.
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Elbaum, Batya; Vaughn, Sharon; Hughes, Marie; Moody, Sally Watson – Exceptional Children, 1999
A meta-analysis of 20 studies (1975-1995) indicated positive effects for alternative grouping formats for teaching reading to students with disabilities compared to whole-class instruction, particularly for student pairing. In addition, analyses indicated that outcomes for students involved in cross-age tutoring varied significantly by students'…
Descriptors: Cross Age Teaching, Disabilities, Elementary Secondary Education, Grouping (Instructional Purposes)
Instructional Grouping for Reading: Teachers' Views.
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Moody, Sally Watson; Vaughn, Sharon; Schumm, Jeanne Shay – Remedial and Special Education, 1997
Individual and focus group interviews with 49 third-grade regular and special education teachers revealed that teachers value control over their decisions on grouping for reading instruction. Regular teachers reported they preferred whole class and mixed ability grouping arrangements for social and academic reasons, whereas special educators…
Descriptors: Disabilities, Elementary School Teachers, Focus Groups, Grade 3