NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Critical Issues in Learning Disabilities: Whole Language Learning.
Peer reviewed Peer reviewed
Lerner, Janet W.; And Others – Learning Disabilities Research and Practice, 1992
This article presents an interview with two experts in whole-language instruction (Patricia Tefft Cousin and Margaret Richeck) and then offers a commentary section that provides another perspective of the whole-language method, concluding that children with learning disabilities need many types of instruction. (JDD)
Descriptors: Elementary Secondary Education, Learning Disabilities, Reading Instruction, Teaching Methods
Whole Language Reading Instruction for Students with Learning Disabilities: Caught in the Cross Fire.
Peer reviewed Peer reviewed
Mather, Nancy – Learning Disabilities Research and Practice, 1992
This paper reviews the history of whole-language versus code-emphasis approaches to reading instruction. The paper concludes that students with severe learning disabilities may learn to read in a whole-language, mainstream classroom, if provided with supplemental instruction, a variety of instructional techniques, and appropriate intensity and…
Descriptors: Decoding (Reading), Elementary Secondary Education, Learning Disabilities, Mainstreaming
More about Whole Language Methods of Reading Instruction for Students at Risk for Early Reading Failure.
Peer reviewed Peer reviewed
Pressley, Michael; Rankin, Joan – Learning Disabilities Research and Practice, 1994
This literature review contends that whole-language approaches to reading are not well supported by scientific analyses of reading and reading instruction. The paper argues that whole language is not the preferred approach of outstanding primary and special education teachers, who favor instruction which balances decoding instruction and…
Descriptors: Decoding (Reading), High Risk Students, Literacy Education, Primary Education
Transfer of Decoding Skills to a Literature Basal.
Peer reviewed Peer reviewed
Snider, Vicki E. – Learning Disabilities Research and Practice, 1997
This study evaluated the transfer of decoding skills from a code-emphasis program that used a controlled text to a literature-based basal reading series consistent with the whole language approach. Participants were 11 elementary students with learning disabilities who received reading instruction in a resource program. Results found students…
Descriptors: Basal Reading, Decoding (Reading), Elementary Education, Generalization
Integration of Strategy Instruction into a Whole Language Classroom: A Case Study.
Peer reviewed Peer reviewed
MacArthur, Charles A.; And Others – Learning Disabilities Research and Practice, 1996
A special education teacher and a reading specialist who team taught fourth-grade students with learning disabilities were observed to determine the ways in which the teachers' beliefs and practices influenced their decisions about strategy instruction. The effects of strategy instruction on their reading and writing workshops are examined. (CR)
Descriptors: Beliefs, Constructivism (Learning), Educational Philosophy, Educational Strategies
The Importance of Meaningful Contexts in Bilingual Special Education: Moving to Whole Language.
Peer reviewed Peer reviewed
Lopez-Reyna, Norma A. – Learning Disabilities Research and Practice, 1996
This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing…
Descriptors: Bilingual Education, Classroom Techniques, Educational Methods, Educational Principles