Literaturnachweis - Detailanzeige
| Autor/in | Allington, Richard L. |
|---|---|
| Institution | Pennsylvania Resources and Information Center for Special Education (PRISE), King of Prussia, PA. |
| Titel | Curriculum and At-Risk Learners: Coherence or Fragmentation? |
| Quelle | 21 (1990) 3, S.1-3 (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Curriculum; Curriculum Development; Elementary Secondary Education; High Risk Students; Integrated Activities; Language Arts; Literacy Education; Reading Difficulties; Reading Instruction; Regular and Special Education Relationship; Remedial Instruction |
| Abstract | At-risk children's acquisition of reading skills can be accelerated if they are provided with more and better instruction than is given their peers who seem to acquire reading rather easily. One aspect of better instruction is a coherent curriculum plan that provides learners with sets of activities that link together and foster learning. Children who participate in remedial and special education programs often are confronted with a fragmented reading curriculum, though they are the very learners who most benefit from a coherent curriculum plan. Remedial and special education programs should build upon, extend, reinforce, and balance the classroom lessons. Coherent curriculum plans identify the reading/language arts curriculum from which all children will work, create opportunities for the development of "shared knowledge" among all professional staff, and foster a collaborative planning and teaching environment. A strategy is offered that leads to development of coherent curriculum plans, to be applied by either the classroom teacher or a specialist teacher. A sample format for 1 week of lessons coordinated between classroom and remedial instruction is appended to the article. This issue also includes brief reviews of resources grouped into the following categories: Current Citations; Research Briefs; Assessment; Resources; Instructional Material; and Software. (JDD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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