Clinical forum. Scaffolds for learning to read in an inclusion classroom.
Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study--one group that wa...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 31; no. 3; pp. 265 - 289 |
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| Autores principales: | , , , |
| Formato: | CEU exam questions research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107146536&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107146536 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2000 vid: 31 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 107146536 107146536 2000077767 10.1044/0161-1461.3103.265 107146536 ppf: 265 ppct: 24 formats: fmt: @attributes: type: P tig: atl: Clinical forum. Scaffolds for learning to read in an inclusion classroom. aug: au: Silliman ER Bahr R Beasman J Wilkinson LC affil: Dept of Communication Sciences and Disorders, University of South Florida, BEH 255, Tampa, FL 33620. Email: silliman@chuma1.cas.usf.edu sug: subj: Mainstreaming (Education) Teaching Methods In Infancy and Childhood Reading Education Language Disorders In Infancy and Childhood Learning Disorders In Infancy and Childhood Comparative Studies Models, Theoretical Case Control Studies Child Male Videorecording Goodness of Fit Chi Square Test Education, Continuing (Credit) Friedman Test Analysis of Variance Teachers Human Child: 6-12 years Male ab: Purpose: This article describes a study on the scaffolding of learning to read in a primary-level, continuous-progress, inclusion classroom that stressed a critical thinking curriculum and employed a collaborative teaching model. Two emergent reading groups were the focus of study--one group that was taught by a general educator and the other by a special educator. The primary purposes were to discern the teachers' discourse patterns in order to define whether scaffolding sequences were more directive or more supportive and the degree to which these sequences represented differentiated instruction for children with a language learning disability (LLD). Method: Two students with an LLD and two younger, typically developing peers were videotaped in their emergent reading groups during an 8-week period. The distribution, types, and functions of teacher scaffolding sequences were examined. Results: Both team members primarily used directive scaffolding sequences, suggesting that the assistance provided to children emphasized only direct instruction (skill learning) and not analytical thinking concerning phoneme-grapheme relationships (strategy learning). Distribution of scaffolding sequence types directed to the four students indicated that the two children with an LLD were receiving reading instruction that was undifferentiated from the two typically developing, younger children. Clinical Implications: In order for children with an LLD to benefit from inclusion, explicit, systematic, and intensive instruction in phonological awareness and spelling-sound relationships should be implemented within the context of multilevel instruction that balances skill- and strategy-based learning. pubtype: Academic Journal doctype: CEU exam questions research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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