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| Remedial and Special… | 6 |
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Peer reviewedWesson, Caren L.; Deno, Stanley L. – Remedial and Special Education (RASE), 1989
Long-term instructional plans written by 22 resource room teachers for 61 mildly handicapped elementary students indicated that students spend about half their resource room time reading aloud to the teacher (one-to-one) and about one-third of the time working independently. Little instruction unique to individual students is offered. Implications…
Descriptors: Elementary Education, Individualized Instruction, Mild Disabilities, Reading Instruction
Peer reviewedO'Sullivan, Patrick J.; And Others – Remedial and Special Education (RASE), 1987
Observation of resource room instruction of 66 elementary learning disabled (LD) and educable mentally retarded (EMR) students revealed no differences in instructional behavior of special educators holding differing teacher licensure and no differences in classroom behavior of students. Results suggest the categorical model is not appropriate for…
Descriptors: Behavior Patterns, Elementary Education, Learning Disabilities, Mild Mental Retardation
Peer reviewedWiederholt, J. Lee; Chamberlain, Steven P. – Remedial and Special Education (RASE), 1989
The article offers a critical inspection of the effectiveness of resource room programs in serving students with disabilities. Types of resource models (categorical, cross-categorical, noncategorical, specific skill, and itinerant) are described. Also noted are ethical considerations (segregation versus integration) and suggested improvements in…
Descriptors: Delivery Systems, Educational Improvement, Elementary Secondary Education, Ethics
Peer reviewedBruce, Merle E.; Chan, Lorna K. S. – Remedial and Special Education (RASE), 1991
Seven poor readers (ages 11-12) were trained in reading comprehension strategies using reciprocal teaching procedures in resource rooms and were instructed to employ the strategies in their homeroom classes. The combination of reciprocal teaching and transenvironmental programing was effective in facilitating subjects' unprompted use of relevant…
Descriptors: Environmental Influences, Generalization, Instructional Effectiveness, Intermediate Grades
Peer reviewedZigmond, Naomi; Sansone, Janet – Remedial and Special Education (RASE), 1986
Several delivery models for learning disabled (LD) secondary school students are described, including the resource room model (with special curriculum or tutoring support) self-contained classes, (with special or standard curriculum) the consultation model, and the work-study model. Factors (such as administrative practices) which influence the…
Descriptors: Adolescents, Curriculum Development, Delivery Systems, Educational Strategies
Peer reviewedMeyers, Joel; And Others – Remedial and Special Education (RASE), 1991
This study examined 23 classroom teachers' perceptions of collaborative training meetings they engaged in with remedial reading or resource room teachers. Teachers engaged in "pull-in" teaching (in which specialists taught in general classrooms) reported more frequent collaborative meetings and greater learning of specific techniques…
Descriptors: Cooperative Planning, Disabilities, Educational Cooperation, Elementary Secondary Education
