ACCOMMODATIONS FOR INDIVIDUAL-DIFFERENCES WITHOUT CLASSROOM ABILITY GROUPS - AN EXPERIMENT IN SCHOOL RESTRUCTURING

Citation
Jr. Jenkins et al., ACCOMMODATIONS FOR INDIVIDUAL-DIFFERENCES WITHOUT CLASSROOM ABILITY GROUPS - AN EXPERIMENT IN SCHOOL RESTRUCTURING, Exceptional children, 60(4), 1994, pp. 344-358
Citations number
38
Categorie Soggetti
Education, Special",Rehabilitation
Journal title
ISSN journal
00144029
Volume
60
Issue
4
Year of publication
1994
Pages
344 - 358
Database
ISI
SICI code
0014-4029(1994)60:4<344:AFIWCA>2.0.ZU;2-K
Abstract
This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in re ading ability. The approach featured Cooperative Integrated Reading an d Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some student s, and classroom-based instruction from compensatory and special educa tion teachers. Students in regular, remedial, and special education we re included in an experimental and a control school. We found signific ant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, in cluding behavior ratings, we did not detect treatment effects.