INSTRUCTIONAL STRATEGIES USED BY GENERAL EDUCATORS AND TEACHERS OF STUDENTS WITH LEARNING-DISABILITIES - A SURVEY

A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching readin g and writing, their philosophical approach (direct instruction or who le language), and what influenced teachers in making their philosophic al decision. A 21-item questionnaire was completed by 183 elementary t eachers of second and fifth grades and teachers of students with learn ing disabilities. The results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. Results also i ndicated that the majority of respondents believe that a combination a pproach using both direct instruction and whole language is effective. The most commonly used instructional strategies by respondents includ e journal writing, writers' workshop, tradebooks, sustained silent rea ding, individualized reading, guided reading, and thematic units.