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Variations in Interactive Writing Instruction: A Study in Four Bilingual Special Education Settings.
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Graves, Anne W.; Valles, Eugene C.; Rueda, Robert – Learning Disabilities Research and Practice, 2000
A study of four bilingual special education settings found teachers chose different approaches for teaching writing: interactive journals, Optimal Learning Environment (OLE), Writer's Workshop, and a combination of journal writing, brainstorming-planning, and spelling practice. One year later, only participants in OLE demonstrated significant…
Descriptors: Bilingual Education Programs, Disabilities, Elementary Education, Outcomes of Education
Accommodating English Language Learners with Language and Learning Disabilities in Bilingual Education Classrooms.
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Fletcher, Todd V.; Bos, Candace S.; Johnson, Lorri M. – Learning Disabilities Research and Practice, 1999
This study examined how two novice bilingual-education teachers, previously nominated as being effective teachers, integrated third-grade students with language and learning disabilities during language arts. Accommodations in these bilingual-education settings were similar to general education settings, in that teachers most frequently used…
Descriptors: Academic Accommodations (Disabilities), Bilingual Education Programs, Elementary Education, Grade 3
An Alternative Reading Approach: Instructional Conversations in a Bilingual Special Education Setting.
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Echevarria, Jana; McDonough, Renee – Learning Disabilities Research and Practice, 1995
Students (n=12) in a self-contained elementary class for students with learning disabilities were taught using instructional conversation (IC), a teaching method in which students are engaged in interactions promoting analysis, reflection, and critical thinking. IC promoted oral participation and interactions among students and provided a holistic…
Descriptors: Bilingual Education, Classroom Communication, Discussion (Teaching Technique), Elementary Education
The Importance of Meaningful Contexts in Bilingual Special Education: Moving to Whole Language.
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Lopez-Reyna, Norma A. – Learning Disabilities Research and Practice, 1996
This article examines issues in bilingual special education in the context of moving from a skills-based approach to a whole language approach. Classroom observations in a self-contained elementary classroom for students with learning disabilities revealed the role of the native language and background experiences, the teacher's role in assessing…
Descriptors: Bilingual Education, Classroom Techniques, Educational Methods, Educational Principles