OBSERVING READING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES: A SYNTHESIS.
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| Title: | OBSERVING READING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES: A SYNTHESIS. |
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| Authors: | Swanson, Elizabeth A. |
| Source: | Learning Disability Quarterly. Summer2008, Vol. 31 Issue 3, p115-133. 19p. |
| Subjects: | Students with disabilities, Learning disabilities, Observation (Educational method), People with learning disabilities, Word recognition, Guided reading |
| Abstract: | This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 34131160 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: OBSERVING READING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES: A SYNTHESIS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Swanson%2C+Elizabeth+A%2E%22">Swanson, Elizabeth A.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. Summer2008, Vol. 31 Issue 3, p115-133. 19p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22People+with+learning+disabilities%22">People with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Guided+reading%22">Guided reading</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low quality, with little to no explicit instruction in phonics or comprehension strategy. Findings were consistent, whether studies were conducted more than 10 years ago or within the last few years. Estimates of time students with LD spend reading orally or silently are low. The most frequently observed grouping structure was whole-class instruction, regardless of the setting. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=34131160 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.2307/25474643 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 115 Subjects: – SubjectFull: Students with disabilities Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Observation (Educational method) Type: general – SubjectFull: People with learning disabilities Type: general – SubjectFull: Word recognition Type: general – SubjectFull: Guided reading Type: general Titles: – TitleFull: OBSERVING READING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES: A SYNTHESIS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Swanson, Elizabeth A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Summer2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 07319487 Numbering: – Type: volume Value: 31 – Type: issue Value: 3 Titles: – TitleFull: Learning Disability Quarterly Type: main |
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