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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)
