Examines the long-term effects of instruction on the reading achievement of children diagnosed as having learning disability and were taught in resource rooms. Studies the consequences of such instruction on the cognitive level of children identified as having reading disability. Finds that resource room placement and instruction have deleterious…

Finds that students with learning disabilities who received reading instruction in special-education resource rooms expressed reading attitudes that equaled or exceeded those expressed by low and average non-disabled students in another nationwide study, and that their attitudes remained more stable across grades 1 through 5 than those expressed…