ERIC Number: ED377439
Record Type: RIE
Publication Date: 1994-Oct-21
Holistic Instruction with Two Severely Learning Disabled Students.
James, Giovanna; Milligan, Jerry L.
For an entire school year, two low-achieving severely learning disabled third-grade students ("Billy" and "Bonny") spent 30 minutes each day working with a Resource Room teacher on a variety of holistic activities. Activities were added, discarded, or modified to maximize the children's motivation and success. "Cut-up sentences" were used early in the school year. The children enjoyed this activity because they dictated whatever they wanted to say and the teacher did the actual writing. Language experiences stories was another activity that both children enjoyed. Predictable books were read every day. Using a variety of popular magazines, the children "wrote" environmental print books. The dialogue journal activity occurred in the children's regular third-grade classroom. Billy started off drawing in his journal, but by January he was writing stories with titles, illustrations, and "the end." Bonny's journal remained messy and disorganized throughout the school year. By the end of the year, Bonny's journal entries consistently expressed complete thoughts. During third grade, Billy seemed to become more confident in situations where he expected to succeed. Bonny progressed from scribbling and doodling to writing sentences, stories, and notes in collaboration and with many one-to-one demonstrations. Holistic instructional activities used with these learning disabled students resulted in more complex, competent language use. Bonny and Billy demonstrate the power of authentic activities which require language use to achieve personal goals. (Contains 25 references.) (RS)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Washington State Reading Research Conference (Richland, WA, October 21, 1994).