Reading and writing in the mainstream : an observational case study of effective reading and writing instruction in an integrated setting
Date
1995
Authors
Ronda, Kathy R
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995
Abstract
Following the tradition of classroom ethnography, this
classroom case study provides rich descriptions of the
shared day-to-day experiences of the participants in an
integrated grade five classroom during language arts
instruction, with a focus on factors that contribute to
effective reading and writing instruction in an integrated
setting.
The data was collected using ethnographic techniques to
describe actual practice. Two weekly visits of two hours in
duration were made over a four month period. Detailed notes
of teaching procedures, student activities, student work
products, learning materials, and evaluation procedures were
recorded. In addition, the classroom teacher, the special
education teacher, teacher assistants, and students in this
class were interviewed.
From the data analysis, several themes emerged: (a)
time; (b) inclusive attitude; (c) structure of environment;
(d) cooperative approach; (e) rules, values, and
expectations; (f) choice; (g) purpose; and (h) invitation to
literacy. within each theme, a descriptive account from the
perspectives of the observer, classroom teacher, and
students is offered, and an analysis of the factors that
appear to have contributed to successful literacy
instruction is made. A concluding discussion summarizes the results and
suggests some conclusions and possible implications. It is
anticipated that this study will add to the present
knowledge of classroom practice regarding special needs
students in an integrated setting. Although there have been
many single subject mainstreaming case studies, there is a
lack of mainstreaming case studies that describe classroom
practice.
It is hoped that an understanding of how one teacher
developed and refined the instructional program so that
special needs students were able to receive effective
reading and writing instruction in the mainstream may offer
some helpful ideas or suggestions for teachers who are in
the process of integrating special needs students into their
own language learning classrooms.
Description
vii, 110 leaves ; 29 cm.
Keywords
Children with disabilities -- Education , Language arts (Primary) , Observation (Educational method)