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| Exceptional Children | 3 |
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| Anderegg, M. L. | 1 |
| Fischer, Meryl | 1 |
| Hughes, Marie Tejero | 1 |
| Moody, Sally Watson | 1 |
| Rich, H. Lyndall | 1 |
| Ross, Steven M. | 1 |
| Vaughn, Sharon | 1 |
| Vergason, Glenn A. | 1 |
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| Journal Articles | 3 |
| Opinion Papers | 2 |
| Reports - Evaluative | 1 |
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| Practitioners | 2 |
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Peer reviewedMoody, Sally Watson; Vaughn, Sharon; Hughes, Marie Tejero; Fischer, Meryl – Exceptional Children, 2000
The reading instruction, grouping practices, and outcomes for 59 students with learning disabilities (LD) in resource room settings were examined by this follow-up study. Whole class instruction was the dominant grouping format and only half of the special education teachers provided differentiated materials and instruction. Overall, no…
Descriptors: Classroom Techniques, Elementary Education, Followup Studies, Grouping (Instructional Purposes)
Peer reviewedVergason, Glenn A.; Anderegg, M. L. – Exceptional Children, 1991
Research published in April 1989 by H. L. Rich and S. M. Ross is reconsidered. Naturalistic observation of students in resource rooms, classrooms, special classes and special schools were used and results found resource rooms inherently flawed, a finding considered in this article to be unsupported by study data. (PB)
Descriptors: Disabilities, Elementary Secondary Education, Intervention, Mainstreaming
Peer reviewedRich, H. Lyndall; Ross, Steven M. – Exceptional Children, 1991
In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)
Descriptors: Disabilities, Elementary Secondary Education, Intervention, Mainstreaming
