Teaching English language learners has long presented challenges for teachers tasked with bringing these students to a level of language comprehension comparable to that of native speakers. These challenges and issues can lead to difficulty comprehending core academic topics for those learning the English language. "Optimizing Elementary…

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)

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…

A national sample of 53 elementary teachers and 34 secondary school teachers who provide Level III resource room service to learning disabled students was asked to complete a survey on program planning and implementation practices. Statistical analyses of responses revealed no differences of practical value between the practices of elementary and…

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…

A whole language approach to learning can be successfully used with children with learning disabilities. The approach can alleviate difficulties children have with memory and cognitive problems, anxiety, self-esteem, locus of control, and attentional deficit. Procedures are outlined for implementation of the whole language approach in resource…

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…

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

Twenty pairs of students from seven special education resource rooms (elementary and intermediate grades) were assessed on the structure of the instruction they received. Their reading achievement was measured three times during the year. The instructional programs for 10 experimental students were to be based on their teachers' use of continuous…

Compares auditory/visual practice to visual/motor practice in spelling with seven elementary school learning-disabled students enrolled in a resource room setting. Finds that the auditory/visual practice was superior to the visual/motor practice on the weekly spelling performance for all seven students. (MG)

A model is outlined for translating validated instructional principles into effective educational practices. Thirty-seven resource room teachers attended two three-hour workshops which were designed to train them to use an instructional program for teaching ten sight words to remedial readers. Teachers' reactions to the program were gathered as…

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the findings of school-based research in California to identify effective bilingual special education programs and instructional practices. The educational program at one model site (Azusa Unified School District) is described including the elementary school…

The impact of regular and special education on 11 learning-disabled children in fourth through sixth grade was studied by analyzing their slope of improvement on curriculum-based measures of reading scores. A time series analysis indicated that daily reading instruction in a resource room was a more effective intervention than regular education.…

This study compared the effectiveness of two interventions that differed in the nature of dialogic interactions among teachers and students in reading groups. Teacher-interns (n=35) instructed 109 children with mild disabilities in special education resource rooms. Analyses indicated that the intervention featuring dialog, social interactions, and…