Peer-Mediated Instruction: A Promising Approach to Meeting the Diverse Needs of LD Adolescents

This article focuses on the role peer-mediated instructional approaches may play in improving the academic and social performance of secondary learning disabled students. Two peer-teaching programs, Classwide Peer Tutoring and Classwide Student Tutoring Teams, are described, as well as findings from recent investigations in mainstream and resource room settings. Implications for teacher preparation are reviewed.

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Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

Journal of Special Education Technology ◽

10.1177/016264347800200107 ◽

1978 ◽

Vol 2 (1) ◽

pp. 39-46 ◽

Cited By ~ 5

Author(s):

William L. Heward

Keyword(s):

Learning Disabled ◽

Regular Classroom ◽

Visual Response ◽

Overhead Projector ◽

Disabled Students ◽

Resource Room ◽

Response System ◽

System A ◽

Visual Access ◽

Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

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Three-Year Analysis of Characteristics of Learning Disabled Students in Self-Contained Classrooms and Resource Rooms

Perceptual and Motor Skills ◽

10.2466/pms.1989.69.2.635 ◽

1989 ◽

Vol 69 (2) ◽

pp. 635-641 ◽

Cited By ~ 1

Author(s):

Stanley E. Wigle ◽

Warren J. White

Keyword(s):

School District ◽

Learning Disabled ◽

Achievement Scores ◽

Disabled Students ◽

Resource Room ◽

Resource Rooms ◽

Over Time

The present investigation examined the characteristics of school-identified learning disabled students from a large metropolitan school district in Tennessee. While it corroborated several findings of previous surveys of such students, this report also supplemented the literature by comparing the differences within a three-year span of time between school-identified learning disabled students who were assigned to self-contained classrooms and those who were assigned to resource rooms. Among the major findings were the presence of initial differences in IQ between self-contained and resource room students, the absence of differences in initial achievement scores between these two groups, and a decline over time in IQ, arithmetic, and spelling scores for both groups.

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Resource Room Support Services for Regular Teachers

Learning Disability Quarterly ◽

10.2307/1510425 ◽

1980 ◽

Vol 3 (1) ◽

pp. 49-53 ◽

Cited By ~ 31

Author(s):

Deborah L. Speece ◽

Colleen J. Mandell

Keyword(s):

Elementary Teachers ◽

Support Services ◽

Administrative Support ◽

Learning Disabled ◽

College Level ◽

Disabled Students ◽

Resource Room ◽

Regular Educators ◽

Consultation Skills ◽

Regular Teachers

In order to assess the delivery of support services from resource room teachers to regular elementary teachers involved in mainstreaming learning disabled students, a list of 26 services was developed from the literature. The Index of Support Services was distributed to 228 regular educators who were asked to rate the importance and frequency of occurrence of each service. The results indicated that regular teachers rated nine support services as critical for effective mainstreaming. However, only two services, remedial instruction in the resource room and informal student progress meetings, were provided with any degree of regularity. Training in consultation skills at the college level and public school administrative support are discussed as means of alleviating the discrepancy between needed and delivered resource room support services.

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What's “Special” about the Special Education Resource Room for Learning Disabled Students?

Learning Disability Quarterly ◽

10.2307/1510439 ◽

1983 ◽

Vol 6 (3) ◽

pp. 283-288 ◽

Cited By ~ 17

Author(s):

Martha L. Thurlow ◽

James E. Ysseldyke ◽

Janet L. Graden ◽

Bob Algozzine

Keyword(s):

Special Education ◽

Differentiated Instruction ◽

Learning Disabled ◽

Disabled Students ◽

Resource Room ◽

Academic Tasks ◽

Regular Classrooms ◽

Resource Rooms ◽

Education Resource ◽

Short Time

This article reports on a study of the instructional ecology of resource rooms and regular classrooms for LD students. Eight students were observed on 53 events in 10-second intervals for two complete days of classroom instruction. Comparisons were made of how these students spent their time in resource and regular rooms. In general, opportunities for differentiated instruction were available to the LD students in the resource rooms (e.g., instruction in reading was more individualized). However, no practical differences were noted in the amount of time students were actively engaged in instruction in the two settings. Overall, in both settings, LD students were actively engaged in responding to academic tasks for a very short time (29 minutes per day in resource rooms, 19 minutes per day in regular classrooms).

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Effects of Picture Fading on two Learning Disabled Students' Sight Word Acquisition

Learning Disability Quarterly ◽

10.2307/1510636 ◽

1980 ◽

Vol 3 (3) ◽

pp. 88-96 ◽

Cited By ~ 1

Author(s):

H. Earle Knowlton

Keyword(s):

Stimulus Change ◽

Learning Disabled ◽

Sight Words ◽

Disabled Students ◽

Resource Room ◽

Word Acquisition ◽

Sight Word Acquisition ◽

Long Term Retention ◽

Day Services

Picture-fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students. Although previous studies clearly showed picture fading to be superior to stimulus change and standard paired-associate procedures, such studies employed expensive apparatus. The results of the present study indicated that fading the pictures of picture-word pairs using tracing paper was effective in teaching three lists of four words to two students who were receiving half-day services in an elementary resource room. Followup results indicated that although long-term retention was adequate, several confounding subject and task variables might have accounted for inconsistent followup performances by both students.

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Comparison of Comprehension Scores of Learning Disabled High School Students for Content Presented Aurally at Variable Rates of Speech

Perceptual and Motor Skills ◽

10.2466/pms.1981.53.2.499 ◽

1981 ◽

Vol 53 (2) ◽

pp. 499-505 ◽

Cited By ~ 3

Author(s):

Bruno J. D'Alonzo ◽

Stanley H. Zucker

Keyword(s):

High School ◽

Special Education ◽

High School Students ◽

Learning Disabled ◽

School Students ◽

Disabled Students ◽

Resource Room ◽

Significant Difference ◽

Rate Of Speech ◽

Education Resource

60 learning disabled students, 43 males and 17 females, enrolled in a high school special education resource-room program listened to content presented at variable rates. The 60 subjects were randomly assigned to six experimental groups of 10 students each. Three groups were assigned to listen to content in history each at one of three predetermined rates. The same procedure was used for the three groups assigned to listen to biological content. Measures of comprehension of the content indicated no significant difference in the amount of information each group of students retained when the historical or biological content was presented to their particular group aurally at an expanded, normal, or compressed rate of speech.

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