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Peer reviewedElbaum, 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)
Peer reviewedVaughn, 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
Peer reviewedSchumm, Jeanne Shay; Moody, Sally W.; Vaughn, Sharon – Journal of Learning Disabilities, 2000
Two studies involving 29 third-grade teachers found that overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time. (Contains…
Descriptors: Academic Failure, Elementary Education, Grade 3, Grouping (Instructional Purposes)
Peer reviewedWatson Moody, Sally; Schumm, Jeanne Shay; Fischer, Meryl; Jean-Francois, Beda – Reading Research and Instruction, 1999
Examines the extent to which recently published, widely used basal reading series included specific suggestions for grouping students for instruction. Analyzes first-, third-, and fifth-grade teachers' editions of materials for each of the basal reading programs selected. Addresses the need for curriculum and materials that build in opportunities…
Descriptors: Basal Reading, Content Analysis, Curriculum Development, Elementary Education
Peer reviewedMoody, 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
Vaughn, Sharon; Bos, Candace S.; Schumm, Jeanne Shay – 1997
Designed for general education teachers, this book contains more than 40 specific learning activities and sample lessons for immediate practical applications in the inclusive classroom. The book is organized into three major sections. The first section, "Mainstreaming and Inclusion Strategies for Classroom Teachers," addresses issues…
Descriptors: Behavior Problems, Disabilities, Diversity (Student), Elementary Secondary Education
