ERIC Number: ED377472
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Prenatally Drug-Exposed Children in the Classroom: Identifying Behavioral Characteristics and Instructional Strategies for Literacy Development.
Rogers, Sue F.; Tucker, Bethanie H.
A study examined the classroom behaviors of prenatally drug-exposed children and assessed the effectiveness of instructional strategies used by their classroom teachers. Subjects, 13 current and former classroom teachers of 6 medically documented prenatally exposed children between the ages of 4 and 10, completed a two-part survey. The researchers, both professors of education, also responded to the survey items following classroom observations. Findings were discussed with medical and educational specialists. Results indicated that: (1) prenatal drug exposure may affect a student's movement patterns, work habits, and attitude; (2) individual work emerged as the most effective instructional strategy, although other grouping formats may be used successfully; and (3) these students need a highly-structured environment with allowances for individual choice. Findings suggest that the question is not whether these children can learn to read, but rather can teachers recognize these students' abilities and facilitate their progress. (Contains 18 references and 5 tables of data. The survey instrument is attached.) (Author/RS)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A