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Ten Years of Research: A Systematic Review of Three Refereed LD Journals
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McFarland, Laura; Williams, Jacob; Miciak, Jeremy – Learning Disabilities Research & Practice, 2013
Content analyses of journals in the field of LD provide a means of surveying research and publication trends, the knowledge of which may inform policy and practice related to future research agendas. As the first decade of the current millennium was particularly contentious for the field of LD, we felt that a content review would be timely. In…
Descriptors: Inclusion, Learning Disabilities, Periodicals, Content Analysis
New Directions in Reading Instruction for Adolescents with Significant Cognitive Disabilities
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Roberts, Carly A.; Leko, Melinda M.; Wilkerson, Kimber L. – Remedial and Special Education, 2013
This article reports findings from a literature review on literacy instruction for adolescents with significant cognitive disabilities. Nineteen empirical studies published between 1975 and 2011 were included in the review and analyzed based on characteristics of interventions. The results were examined to determine whether the state of research…
Descriptors: Reading Instruction, Adolescents, Mental Retardation, Intervention
Reading Instruction for the Handicapped Child: Questions and Answers.
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Nelson, David; Sternberg, Les – Reading Horizons, 1980
Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)
Descriptors: Disabilities, Elementary Education, Learning Disabilities, Mainstreaming
School Response to Reading Failure: Instruction for Chapter One and Special Education Students in Grades Two, Four, and Eight.
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Allington, Richard L.; McGill-Franzen, Anne – Elementary School Journal, 1989
Results indicated that students identified as disadvantaged who participated in Chapter One received significantly more reading and language arts instruction in regular education classes than did mainstreamed children identified as handicapped and served through special education programs. (PCB)
Descriptors: Educational Quality, Elementary Secondary Education, Learning Disabilities, Reading Difficulties
Resources for Understanding P. L. 94-142 and Classroom Management and Behavior. Volume I.
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Quisenberry, Nancy L.; And Others – 1981
This document presents an overview of legislation and actions resulting in the passing of Public Law 94-142, the Education for All Handicapped Children Act, and presents information of use to school personnel in mainstreaming. The document's first section traces the history of the treatment of handicapped individuals by society since the…
Descriptors: Arithmetic, Classroom Environment, Classroom Techniques, Educational Legislation
Using Curriculum Based Assessment in Instructional Decision-Making.
Roark, Susan W.; And Others – Illinois Schools Journal, 1989
A model is proposed integrating curriculum based assessment and the "suspicion of disability" standard of the Education for All Handicapped Children Act (PL 94 142) in the identification of students with reading problems. The model is founded on the developmental, corrective, and remedial strands of reading, and requires documentation…
Descriptors: Corrective Reading, Decision Making, Disabilities, Documentation
The Classroom Teacher's Role in Reading Instruction in the Intermediate and Secondary Grades.
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Graves, Michael F. – 1982
This module (part of a series of 24 modules) is education program, on fostering students' growth in reading skills. The genesis of these materials is in the 10 "clusters of capabilities," outlined of Public Law 94-142 to Teacher Education." These clusters form of Public Law 94-142 to Teacher Education." These clusters form the…
Descriptors: Higher Education, Intermediate Grades, Learning Modules, Mainstreaming