Describes the benefits of using literature rather than textbooks within a whole language program for students with special needs
Get full access to this article
View all access options for this article.
References
1.
Bos, C. S., &Vaughn, S. (1991). Strategies for teaching students with learning and behavior problems (2nd ed.). Boston: Allyn &Bacon.
2.
Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40–48.
3.
Dewey, J. (1915). The school and society (2nd ed.). Chicago: University of Chicago Press.
4.
Dewey, J. (1940) Education today.New York: G. P. Putnam's Sons.
5.
Dole, J. A., &Smith, E. L. (1989). Prior knowledge and learning from science text: An instructional study. In S. McCormick, &J. Zutell, (Eds.) Cognitive and social perspectives for literacy research and instruction. Thirty-eighth yearbook of the National Reading Conference.Chicago: The National Reading Conference.
6.
Fulton, J. (1986). The work-books: Developmental teaching skills.Richmond, VA: Developmental Skills Institute.
7.
Goodman, K. S. (1992). Why whole language is today's agenda in education. Language Arts, 69, 354–363.
8.
Grimes, L. (1981). Learned helplessness and attribution theory: Redefining children's learning problems. Learning Disability Quarterly, 4, 91–100.
9.
Guzzetti, B. J., Kowalinski, B. J., &McGowan, T. (1992). Using a literature-based approach to teaching social studies. Journal of Reading, 36, 114–122.
10.
Hansen-Krening, N. (1992). Authors of color: A multicultural perspective. Journal of Reading, 36, 124–129.
11.
Kintsch, W. (1980). Learning from text, levels of comprehension, or: Why anyone would read a story anyway. Poetics, 9, 87–89.
12.
Mandlebaum, L. H. (1992). Frequently recommended books for students in preschool through high school. Intervention in School and Clinic, 27, 170–184.
13.
MTI Film &Video (Producer), &Hurwitz, C. (Director) (1991). Breaking the attitude barrier: Learning to value people with disabilities[Film]. Northbrook, IL: MTI Film &Video.
14.
MTI Film &Video (Producer), &Hurwitz, C. (Director)1991. Toughest barrier [Film]. Northbrook, IL: MTI Film &Video.
15.
Nightingale, S. (1992) Pink pigs aplenty.San Diego: Harcourt Brace Jovanovich.
16.
Pappas, C. C., Kiefer, B. Z., &Levstik, L. (1990). An integrated language perspective in the elementary school.New York: Longman.
17.
Putnam, M. L., &Wesson, C. L. (1990). The teacher's role in teaching content-area information. LD Forum, 16(1), 55–60.
18.
Reid, D. K., Baker, G., Lasell, C., &Eastin, S. (1993). Teaching reading comprehension to special needs learners: What matters? Intervention in School and Clinic, 28, 198–215.
19.
Robinson, B. (1988). My brother Louis measures worms.New York: Harper &Row.
20.
Spiegel, D. L. (1992). Blending whole language and systematic direct instruction. The Reading Teacher, 46, 38–44.
21.
Voigt, C. (1986). Izzy, willy, nilly.New York: Atheneum.
22.
Wade, S. E., &Adams, B. (1990). Effects of importance and interest on recall of biographical text. JRB: A Journal of Leadership, 47, 14–17.
23.
Wade, S. E., Schraw, G., Buxton, W. M., &Hayes, M. T. (1993). Seduction of the strategic reader: Effects of interest on strategy and recall. Reading Research Quarterly, 28, 93–111.
24.
Zucker, C. (1993). Using whole language with students who have language and learning disabilities. The Reading Teacher, 46, 660–670.
