An Analysis of Long-Term Instructional Plans in Reading for Elementary Resource Room Students

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Abstract
Long-term instructional plans for one academic year for 62 elementary resource room students were examined to determine the type of reading instruction planned with respect to the number and type of activities per day, duration of the activities, and changes made in the plan. Also of interest were the motivational strategies, teaching arrangements, and degree of overlap of plans written by the same teacher for two or more students. The plans written by 22 teachers indicated that students spend about half of their resource room time in a one-to-one situation reading aloud to the teacher and about one-third of the time working independently. There is little instruction unique for individual students. Implications for teacher training and directions for future research are included.