Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics…

Comprehension instruction for students with learning disabilities (LD) is explored from three perspectives, all within the framework of engaging students in meaningful conversations about text with their general education peers. First, excerpts from lesson transcripts are provided to illustrate one special educator's emphasis on student-generated…

The author describes a diagnostic-prescriptive approach in which teachers use observation skills to identify visual, auditory, and behavioral deficits in learning disabled students. Teachers are advised to ask themselves seven questions, including whether a real learning disability exists; where the student is currently functioning in reading,…

Twenty-six elementary grade learning disabled (LD) students were observed over two entire school days to examine the extent to which students in different service delivery levels were provided with varying instructional approaches and opportunities to learn. Several differences were found in instructional approaches: less severely learning…

The diagnostic-prescriptive observation checklist is designed to allow the regular classroom teacher to diagnose and prescribe for each child's learning abilities or disabilities in the sensory-motor, perceptual, or language areas. Five to ten observable characteristics and five to eight suggested teaching strategies are listed for each of the…

Examined are the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. (Author)

The purpose of this qualitative study was to investigate typical middle school general education mathematics teachers' beliefs and knowledge of students with learning disabilities and inclusive instruction and to gain an understanding of the process of inclusion as it is implemented in middle school classrooms. In-depth interviews, surveys, and…

This qualitative study compared the instructional environments of a resource room and two regular classrooms for four intermediate grade students identified as severely learning disabled. Results suggested that regular classroom teachers need to provide students with LD with more explicit conceptual explanations of cognitive requirements of tasks…

Early intervention of speech, language, and hearing problems is advocated. Guidelines for the identification of articulation, language, voice fluency, and hearing disorders are discussed. (DG)

This study examined literacy instruction in 14 first-grade classrooms of English learners (ELS) in three schools in a large urban school district in southern California over a two-year period. Pre- and posttest measures of oral-reading fluency for 186 first graders, representing 11 native languages, were the outcome data. Reading-fluency data were…

The study involving 35 learning disabled children (7 to 10 years old) investigated the relationship of properties of formal lessons and teacher communication to task related attention of the children. Ss in seven resource room settings were observed during three formal lessons for a total of 72 minutes each. During observations, data on lesson…

Analysis of feedback provided by 40 teachers in self-contained special education classes serving learning disabled, emotionally handicapped, or educable mentally retarded students discerned no differences by type of handicap involved or in comparison to regular classroom teachers. Results raised questions concerning the appropriateness of…

Intended as a text to supplement inservice training for regular class teachers, the manual presents information on diagnostic-prescriptive teaching with mainstreamed learning disabled students. Ten sections focus on the following diagnostic aspects: referral, parent involvement, case history collection, assessment of academic abilities and…

Written for language educators, this volume about reading and research suggests that the theory-practice and research-teaching gaps are dysfunctional and calls for a collaborative pedagogy between colleges and schools to develop a practical theory of reading instruction. In the opening article, Jerome Harste discusses issues that emerged from…