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…

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)

Investigations are summarized that addressed teacher and student perceptions of instructional adaptations for students with learning disabilities and diverse learning needs. Findings indicate that classroom teachers feel unprepared to teach students with disabilities, need collaboration with special education teachers, and make infrequent and…