ERIC Number: ED336894
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
An Examination of the Process of Teaching Reading to Learning Disabled Children: Vygotskian Perspectives.
Hall, Elizabeth A.
The process of teaching reading to 12 second- and third-grade learning-disabled children was investigated in mainstream classrooms and resource rooms. The study focused on how the process of achieving intersubjectivity in a routine task like reading takes place and how the construction of intersubjectivity (referred to as scaffolding) can vary as a result of the teacher norms being brought to the task. Transcripts of teacher-child interaction were coded according to Vygotskian principles. Resource teachers were found to apply these principles more consistently than mainstream teachers. As a result, resource teachers had longer interactions with children in which they made more adjustments that catered to a reader's zone of proximal development. Students in resource rooms were also more likely to have successful reading episodes and were more likely to initiate interaction. It is concluded that resource room teacher-child interactions were longer because mainstream teachers persisted in the use of the recitation model of teaching to a greater extent than did resource teachers, and because mainstream classroom settings used a more hierarchical physical arrangement of space and the teacher's position. It is suggested that resource rooms are more effective in supporting learning-disabled children academically. (Includes seven references.) (Author/JDD)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Vygotsky (Lev S)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (72nd, Chicago, IL, April 3-7, 1991).