Whole Language with LD Children

Hollingsworth, Paul M.; Reutzel, D. Ray

doi:10.1177/105345128802300504

Cited by 12 publications

(5 citation statements)

References 7 publications

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“…Researchers, theorists, and educators emphasire the fact that learning occurs best when there is active involvement in interesting and functionally relevant learning opportunities (Atwell 1987;K. Goodman 1986;Hollingsworth and Reutzel 1988;Levstik 1990). Integrating trade books into and across the curriculum met that criterion with adolescents with learning disabilities, who were eager to learn but reluctant to fail again.…”

Section: Resultsmentioning

confidence: 98%

“…Yet the newer philosophy offers a fresh sense of direction when it sets goals of expected growth that are built around planned, but flexible, guidelines. It is a change from mastering hierarchically arranged, isolated instructional skills, which has been the standard approach in the learning disabilities field in the past (Deci and Chandler 1986;Hollingsworth and Reutzel 1988;I-crner 1989). In addition, whole language acknowledges that there is often no direct relationship between teaching and learning (K. Goodman 1986)-a key point to emphasize with dysfunctional adolescent learners.…”

Section: The Role Of Whole Languagementioning

confidence: 99%

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The Learning Disabled Adolescent and Whole Language

Fuhler¹

1993

The Clearing House: A Journal of Educational Strategies, Issues

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Section: Resultsmentioning

confidence: 98%

Section: The Role Of Whole Languagementioning

confidence: 99%

The Learning Disabled Adolescent and Whole Language

Fuhler¹

1993

The Clearing House: A Journal of Educational Strategies, Issues

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“…Predictable books have also been shown to promote success and enjoyment of reading (Bridge, Winograd, and Haley, 1983;Holdaway, 1979Holdaway, ,1984Rhodes, 1977). Recently, Rhodes and DudleyMarling (1988) and Hollingsworth and Reutzel (1988) have advocated using predictable books with learning disabled readers.…”

Section: Please Scroll Down For Articlementioning

confidence: 98%

Literature webbing predictable books: A prediction strategy that helps below‐average, first‐grade readers

Reutzel

Fawson

1991

Reading Research and Instruction

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This study examined the effect of using a literature webbing strategy lesson and predictable books with 22 below-average first-grade readers. Because below-average readers often require direct instruction to identify the way in which the structure of text can enhance comprehension, a literature webbing strategy lesson was tested as a means of helping these readers. Results from a designed regression analysis indicated that the literature webbfng strategy lesson was significantly more helpful in improving below-average readers' comprehension as measured by miscues in oral reading and answers to comprehension questions than was a DL/RTA approach. The literature webbing strategy lesson accounted for between 5% and 25% of the variance among the below-average readers performance on oral reading miscues and answering comprehension questions. In consequence of these findings, the authors cautiously advocate the use of literature webbing strategy lessons to improve below-average first-grade readers' oral reading and comprehension of text.

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“…For example, direct skills and phonics instruction have long been used successfully in special education programs (Chall, 1989;Liberman & Liberman, 1990;Marston et al, 1995;Stahl & Miller, 1989). Similarly, whole language instruction has widespread support by educators and has been found to be useful in instructing students with disabilities (Fuhler, 1993;Gersten & Dimino, 1993;Goodman, 1974;Hollingsworth & Reutzel, 1988;Thorson, 1995). Learning strategies approaches are gaining in popularity and have strong support in the literature for use with students with disabilities (Englert et al, 1994;Griffey et al, 1988;Gumey et al, 1990;Harris & Graham, 1993;Idol & Croll, 1987;Lenz & Hughes, 1990;Mastropieri et al, 1990).…”

Section: Analysis Of Instructional Practices Datamentioning

confidence: 99%

Reading Assessment and Instructional Practices in Special Education

2000

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This study analyzed the instructional reading methods and reading assessment practices employed by K-12 special education teachers. Eight hundred special education teachers from four Midwestern states were surveyed regarding the frequency of use and usefulness of standardized and informal reading assessment practices and the frequency with which they used various reading instructional techniques. Responses were analyzed to determine percent of teachers employing each technique and the mean rating of usefulness assigned to each. Analysis included examination of the relationships between grade levels and instructional settings and teachers' preferences for reading instructional and assessment practices. The survey found that reading assessment practices present in the literature are not commonly used by special education teachers.

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Whole Language with LD Children

Abstract: Practices consistent with whole language theory to help LD students become literate users of language as a communication medium

Cited by 12 publications

References 7 publications

The Learning Disabled Adolescent and Whole Language

The Learning Disabled Adolescent and Whole Language

Literature webbing predictable books: A prediction strategy that helps below‐average, first‐grade readers

Reading Assessment and Instructional Practices in Special Education

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