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Reading and writing in the mainstream : an observational case study of effective reading and writing instruction in an integrated setting

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dc.contributor.advisor Winsor, Pamela
dc.contributor.author Ronda, Kathy R
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2010-03-16T20:09:11Z
dc.date.available 2010-03-16T20:09:11Z
dc.date.issued 1995
dc.identifier.uri http://hdl.handle.net/10133/870
dc.description vii, 110 leaves ; 29 cm. en
dc.description.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. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995 en
dc.relation.ispartofseries Project (University of Lethbridge. Faculty of Education) en
dc.subject Children with disabilities -- Education en
dc.subject Language arts (Primary) en
dc.subject Observation (Educational method) en
dc.title Reading and writing in the mainstream : an observational case study of effective reading and writing instruction in an integrated setting en
dc.type Thesis en
dc.publisher.faculty Education en

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