ERIC Number: ED172499
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Development of Instructional Strategies in Reading in the Mainstreamed Elementary School Classroom.
The practicum report documents the development of a mainstreamed reading program for exceptional children in grades 2-4, and describes its pilot testing with 22 second grade, 21 third grade, and 21 fourth grade students. The specific process and terminal goals of the practicum are presented. The reading program is explained to have included elements traditionally associated with individualized approaches (meeting individual differences, purposes, and interests through individual pupil-teacher conferences; group instruction based on developmental skill needs and interests for specific purposes; self pacing of learning; and self selection of a part of the instructional material). Empirical evaluation is said to have shown that participating students (both special needs and non-special needs) were able to improve their reading skills to a significantly greater extent than they were able to previously. Practicum students were also noted to display less frustration in dealing with their peers and with their classroom activities. Among seven appendixes are sample recordkeeping forms, checklists, and a list of objectives, instructional strategies, and independent learning activities for the mainstreamed reading program. (CL)
Publication Type: Reports - Descriptive; Reports - Evaluative
Education Level: N/A
Authoring Institution: Nova Univ., Fort Lauderdale, FL.
Note: Submitted in partial fulfillment of the requirements of the National Ed.D. Program for Educational Leaders, Nova University