ERIC Number: ED371321
Record Type: RIE
Publication Date: 1994-Apr-26
Reference Count: N/A
Integration of Reading and Writing Strategies in Primary Level Special Education Resource Students To Improve Reading Performance.
Peterson, Kathy S.
A program was developed for improving the reading level of primary special education resource students in a progressive suburban community in the midwest. The problem was originally noted by an increase in the need for support services and low standardized test scores. Analysis of probable cause data revealed that students lacked knowledge of the relationship between reading and writing processes, and that they had inaccurate perceptions of reading and writing. In addition, a review of the district's general curriculum and textbooks revealed that academic concepts were taught in isolation. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: development of activities for students to integrate the reading and writing process, communication of student-originated ideas in reading and writing, and demonstration of higher-order thinking through reading and writing. All strategic solutions occurred through curricular modifications and changes in teaching practices. All symptoms of the original problem were reduced as projected; students' integration of reading and writing improved, students' ability to communicate original ideas increased, and students demonstrated higher-order thinking skills through reading and writing. (Contains 36 references and 6 tables of data. A total of 18 appendixes presenting data, student writing samples, and checklists are attached.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: M.A. Project, Saint Xavier University. Cover title