Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding
- 1 February 1994
- journal article
- Published by SAGE Publications in Learning Disability Quarterly
- Vol. 17 (1) , 2-32
- https://doi.org/10.2307/1511103
Abstract
In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and writing. Project principles and activities are discussed, with a focus both on how teachers lead their students' literacy development and on how such instruction affects their special education students' literacy knowledge and performance.This publication has 31 references indexed in Scilit:
- Writing Instruction From a Sociocultural PerspectiveJournal of Learning Disabilities, 1992
- Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education ClassroomsAmerican Educational Research Journal, 1991
- Shared UnderstandingsJournal of Learning Disabilities, 1991
- Making Students Partners in the Comprehension Process: Organizing the Reading “Posse”Learning Disability Quarterly, 1991
- Story Grammar: An Approach for Promoting At-Risk Secondary Students' Comprehension of LiteratureThe Elementary School Journal, 1990
- Unraveling the Mysteries of Writing Through Strategy InstructionPublished by Springer Nature ,1990
- The Effects of an Interactive Instructional Strategy for Enhancing Reading Comprehension and Content Area Learning for Students with Learning DisabilitiesJournal of Learning Disabilities, 1989
- The Silenced Dialogue: Power and Pedagogy in Educating Other People's ChildrenHarvard Educational Review, 1988
- Do 1 and 1 Make 2?Written Communication, 1986
- Teaching Low-Performing Students to Apply Generative and Schema Strategies to Narrative and Expository MaterialRemedial and Special Education, 1985