The ability to learn is an important life skill. It is a critical skill for participation in all aspects of life, including school, work, and the community. It is a major key to accessing knowledge, gaining independence, and exercising life choices. Many people believe that individuals with moderate disabilities cannot learn how to read. They…

Describes how the whole-language philosophy undergirds the teaching approaches used in a nontraditional special education program designed for students with language and learning disabilities. (SR)

This paper discusses the history of U.S. reading instruction; instructional approaches and learning processes; the whole language view of literacy acquisition; promoting literate behavior through reading to or writing with children, shared reading, and guiding children's reading/writing; and use of the whole language approach with…

Describes how a teacher of children with learning disabilities worked with three regular classroom teachers to teach mainstreamed children in whole-language classrooms. Shows how students' reading abilities, self-esteem, and motivation improved as the lines were blurred between abled and disabled, teacher and specialist, and right and wrong. (SR)

Because of the universal, phonological nature of writing systems, functional proficiency in decoding is essential if a child is to become literate. This is the heart of the problem for many dyslexics and many other disabled readers. The whole-language approach that eschews decoding is inappropriate in light of this fact. (MSE)

Although most learning disabled (LD) adult learners have a strong desire to enhance their writing skills, many obstacles hinder their success. Characteristics of LD students found in their writing or actions include the following: frustration; poor study/note taking skills; test anxiety; lack of social skills; a difficult time following oral…

This article describes the quest of an elementary special educator to create an effective reading program that would motivate students, as well as one that would address the students' Individualized Education Programs. Allowing the students to help select books and integrating writing activities had a positive effect on the students. (Contains…

A second grade teacher describes how a difficult student with learning disabilities blossomed over the course of the school year. The article examines her whole class approach and presents strategies for including such a student in creative writing activities. (SM)

This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)

A teacher of elementary deaf students describes the value of using "big books," which allow groups of students to share text and pictures, as an effective learning resource both for deaf students and for older students with learning disabilities. Seventeen big books in such areas as multicultural education, science and industry,…

This exploratory research describes results of a thematic literature-based unit in an upper elementary, self-contained class for students with learning disabilities. Social and collaborative activities included reading, writing, and speaking on the topic of friendship. Literacy outcomes are illustrated in three case histories. (DB)