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Peer reviewedSmith-Burke, M. Trika; And Others – Topics in Language Disorders, 1991
This article explores the assumptions of traditional remedial and learning disabilities education and summarizes empirical evidence challenging this approach; examines the assumptions underlying whole language and the teacher's role in a whole language context; presents data on the efficacy of whole language instructional programs; and discusses…
Descriptors: Educational Change, Elementary Secondary Education, Holistic Approach, Instructional Effectiveness
Download full textRafferty, Cathleen D.; And Others – 1991
A study analyzed teacher and student perceptions of a literature-based reading/writing curriculum for at-risk high school students. Eighteen students, (3 girls, 15 boys) ranging in age from 15 to 18 years, began English 9, a redesigned one-semester literature-based make-up course for students who failed ninth-grade English. Prior to the study, the…
Descriptors: Curriculum Development, High Risk Students, High School Students, High Schools
Peer reviewedFreppon, Penny A. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Presents a case study of a nine-year-old boy's reading and writing difficulties. Notes that instruction grounded in sociopsycholinguistics, whole language, and emergent literacy helped the learner overcome his difficulties. Provides an account of alternative approaches in assessing written language difficulties; and the role of the reader's belief…
Descriptors: Alternative Assessment, Case Studies, Elementary Education, Emergent Literacy
