ERIC Number: ED326846
Record Type: RIE
Publication Date: 1991-Jan
Reference Count: 0
Reading and Writing with a Special Needs Student: A Case Study.
Insights into Open Education, v23 n5 Jan 1991
In the 1988-89 school year, a teacher introduced whole language learning to teach reading and writing in her classroom while documenting and then evaluating its effect on a 12-year-old special needs student named Debbie. According to formal testing, Debbie was functioning in the moderately handicapped range of ability, and her speech and language skills were commensurate with her ability. Debbie participated in a variety of reading and writing activities throughout the year, including: individual reading class, group reading activities, independent reading, group writing activities, independent writing, group spelling class and four thematic units of study. Four data collection procedures were used to document changes in Debbie's reading and writing over the school year: 2 reading miscue inventories, 14 running records of her reading, samples of Debbie's writing throughout the year, and a retelling of stories before and after the thematic unit. Comparative results indicated that Debbie did change and grow as a reader and writer, a fact that clearly demonstrated the effectiveness of whole language learning to promote language learning and literacy growth of special needs students. (MG)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Center for Teaching and Learning.
Identifiers: Special Needs Children
Note: Printed on colored paper.