Date Approved

4-29-1999

Embargo Period

8-2-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

English language--Writing; Learning disabled children--Education

Abstract

A large majority of classified students have difficulties with reading and writing. There has been much debate among professionals regarding the best practices in teaching reading and writing to these students. One such practice, integrated instruction, has received increased attention over the past decade. This study was an attempt to find out whether an integrated reading and language arts program would improve the attitudes and performance on writing of second, third, and fourth grade learning disabled students. Sixteen subjects who attended either a resource room or a self-contained classroom for reading and language arts instruction served as subjects. The study used teacher and student questionnaires and pretest-posttest data.

The results of this study did not conclusively support the hypotheses that there would be an improvement in students' attitudes and performance.

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