Reading Instruction in the Resource Room: Set Up for Failure.: An article from: Exceptional Children
Book Details
PublisherCouncil for Exceptional Children
ISBN / ASINB0008GZCIG
ISBN-13978B0008GZCI8
AvailabilityAvailable for download now
Sales Rank11,718,968
MarketplaceUnited States 🇺🇸
Description
This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 2000. The length of the article is 6992 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.
Citation Details
Title: Reading Instruction in the Resource Room: Set Up for Failure.
Author: Sally Watson Moody
Publication:Exceptional Children (Refereed)
Date: March 22, 2000
Publisher: Council for Exceptional Children
Volume: 66 Issue: 3 Page: 305
Distributed by Thomson Gale
From the author: The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.
Citation Details
Title: Reading Instruction in the Resource Room: Set Up for Failure.
Author: Sally Watson Moody
Publication:Exceptional Children (Refereed)
Date: March 22, 2000
Publisher: Council for Exceptional Children
Volume: 66 Issue: 3 Page: 305
Distributed by Thomson Gale
