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Reconsidering Instructional Research in Literacy from a Sociocultural Perspective.
Peer reviewed Peer reviewed
Englert, Carol Sue; Palincsar, Annemarie S. – Learning Disabilities Research and Practice, 1991
This paper focuses on the social constructivist perspective as a theoretical framework that can guide the design and evaluation of instructional research in literacy. Three assumptions are discussed: literacy knowledge is a cultural phenomenon; cognitive processes related to literacy are acquired in holistic, contextualized activity; and literacy…
Descriptors: Cognitive Processes, Cultural Influences, Educational Research, Elementary Secondary Education
Combining Performance Assessment and Curriculum-Based Measurement to Strengthen Instructional Planning.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1996
The coordinated use of performance-based assessment and curriculum-based assessment is explored. Criteria are suggested for evaluating the advantages and disadvantages of each assessment method, and a framework for integrating the two methods is proposed. Specific recommendations are given for use with students having learning disabilities. (CR)
Descriptors: Constructivism (Learning), Curriculum Based Assessment, Elementary Secondary Education, Evaluation Methods
A Model for Writing Instruction: Integrating Word Processing and Strategy Instruction into a Process Approach to Writing.
Peer reviewed Peer reviewed
MacArthur, Charles A.; And Others – Learning Disabilities Research and Practice, 1991
A process approach to writing instruction for students with learning disabilities is presented. The approach involves students sharing their work with each other, receiving frequent response to their writing, using word processing to support fluent text production and ease revision, conferencing with teachers to develop writing strategies, and…
Descriptors: Elementary Secondary Education, Feedback, Learning Disabilities, Models
Assessing the Personal and Social Status of Students with Learning Disabilities.
Peer reviewed Peer reviewed
Bryan, Tanis – Learning Disabilities Research and Practice, 1997
A model is presented for assessing students with learning disabilities suspected of having social difficulties. Categories for assessment are described, including affective status, self-efficacy, social status, social skills, and the absence of destructive behaviors. Examples of assessment measures are provided for each category and the model's…
Descriptors: Elementary Secondary Education, Evaluation Methods, Interpersonal Competence, Learning Disabilities
Reading-Writing Connections: Using Literature as a Zone of Proximal Development for Writing.
Peer reviewed Peer reviewed
Bos, Candace S. – Learning Disabilities Research and Practice, 1991
This article presents an empirical basis for the relationship between reading and writing, a theoretical socio-historical model of teaching and learning that highlights the purposeful nature of both reading and writing as creating meaning, and instructional strategies for creating literacy events that promote learning-disabled students'…
Descriptors: Childrens Literature, Elementary Secondary Education, Learning Disabilities, Literacy Education
Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities.
Peer reviewed Peer reviewed
Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1998
Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…
Descriptors: Decision Making, Elementary Secondary Education, Eligibility, Evaluation Methods