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The impact of whole language on reading and language arts instruction for learning disabled students
Abstract
The purpose of this study was to explore the influence of whole language on the reading and language arts instruction for students identified as learning disabled. Three special education resource teachers were selected as teacher informants for the study. Based on the analysis of data gathered from interviews and from classroom observations, the following patterns emerged: (1) Teachers changed their approaches to instruction as a result of their personal observation of individual students in their classrooms. (2) Students were engaged in authentic reading and writing experiences. (3) Teachers modeled a love for books and reading. (4) Each teacher maintained the perspective that reading is constructing meaning. (5) Teachers were involved indirect instruction. Skills were taught within meaningful context of language and literature. (6) Teachers maintained the belief that all children can learn. (7) Errors were accepted and viewed as indicators of a student's progress. Students were willing to take risks. (8) Information on implementing whole language in the classroom was attained through attendance at professional worships and seminars and from reading professional books and journals. One major influence of whole language on the reading and language arts instruction for students identified as learning disabled as concluded from this study is a paradigm shift from the reductionistic/behavioral model of instruction to a holistic/constructivist model of instruction with an emphasis on meaning.
Subject Area
Special education|Language arts|Literacy|Reading instruction
Recommended Citation
Furst, Eleanor E, "The impact of whole language on reading and language arts instruction for learning disabled students" (1998). ETD collection for University of Nebraska-Lincoln. AAI9819695.
https://digitalcommons.unl.edu/dissertations/AAI9819695