The old man and the sea: Navigating the gulf between special educators and the content area classroom

Learning Disabilities Research and Practice

Volumn 27, Issue 1, 2012, Pages 44-54

  Kennedy, Michael J ^a   Ihle, Frances M ^b  

^a UNIVERSITY OF VIRGINIA   (United States)

^b College of Saint Rose ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84873272408     PISSN: 09388982     EISSN: 15405826     Source Type: Journal    
DOI: 10.1111/j.1540-5826.2011.00349.x     Document Type: Article

References (95)

1. Bain, R., (2006). Rounding up unusual suspects: Facing the authority hidden in the history classroom. Teachers College Record, 108 (10), 2080-2114. (Pubitemid 44414259)
2. Barry, A. L., (2002). Reading strategies teachers say they use. Journal of Adolescent and Adult Literacy, 46 (2), 132-141. (Pubitemid 40176392)
3. Berkeley, S., Marshak, L., Mastropieri, M. A., &, Scruggs, T. E., (2011). Improving student comprehension of social studies text: A self-questioning strategy for inclusive middle school classes. Remedial and Special Education, 32 (2), 105-113.
4. Berman, R. A., &, Katzenberger, I., (2004). Form and function in introducing narrative and expository texts: A developmental perspective. Discourse Processes, 38 (1), 57-94.
5. Berman, R. A., &, Ravid, D., (2009). Becoming a literate language user: Oral and written text construction across adolescence. In, D. R. Olson, (Ed.), The Cambridge handbook of literacy (pp. 92-111). New York, NY: Cambridge University Press.
6. Brownell, M. T., Bishop, A. G., Gersten, R., Klingner, J. K., Penfeld, R. D., Dimino, J., et al,. (2009). The role of domain expertise in beginning special education teacher quality. Exceptional Children, 75 (4), 391-411.
7. Brownell, M. T., Sindelar, P. T., Kiely, M., &, Danielson, L., (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76 (3), 357-378.
8. Bryant, D. P., Goodwin, M., Bryant, B. R., &, Higgins, K., (2003). Vocabulary instruction for students with learning disabilities: A review of the research. Learning Disability Quarterly, 26, 117-128. (Pubitemid 36963991)
9. Bulgren, J., Deshler, D. D., &, Lenz, B. K., (2007). Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines. Journal of Learning Disabilities, 40 (2), 121-133.
10. Burns, M. K., &, Scholin, S., (in press). Response to intervention: School-wide prevention of academic difficulties. In, J. W. Lloyd, T. Landrum, B. Cook, &, M. Tankersley, (Eds.), Research-based approaches for assessment in special education. New York: Pearson.
11. Catts, H. W., (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in Schools, 40 (2), 178-183.
12. Catts, H. W., &, Hogan, T. P., (2003). Language basis of reading disabilities and implications for early identification and remediation. Reading Psychology, 24 (3-4), 223-246. (Pubitemid 37379116)
13. Christie, F., (2002). The development of abstraction in adolescence in subject English. In, M. J. Schleppegrell, &, M. C. Colombi, (Eds.), Developing advanced literacy in first and second languages: Meaning with power (pp. 45-66). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
14. Coffin, C., (2004). Learning to write history: The role of causality. Written Communication, 21 (3), 261-289.
15. Coffin, C., (2006). Historical discourse. London: Continuum.
16. Conley, M. W., (2008). Cognitive strategy instruction for adolescents: What we know about the promise, what we don't know about the potential. Harvard Educational Review, 78 (1), 84-106.
17. Conley, M. W., (2009). Improving adolescent comprehension: Developing comprehension strategies in the content areas. In, S. E. Israel, &, G. G. Duffy, (Eds.), Handbook of reading comprehension. New York, NY: Routledge.
18. De La Paz, S., (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97 (2), 139-156. (Pubitemid 40831073)
19. De La Paz, S., &, MacArthur, C., (2003). Knowing the how and why of history: Expectations for secondary students with and without learning disabilities. Learning Disability Quarterly, 26 (2), 142-154. (Pubitemid 36963993)
20. Deshler, D. D., &, Schumaker, J. B., (2006). High school students with disabilities: Strategies for accessing the curriculum. New York: Corwin Press.
21. Ebbels, S., &, van der Lely, H., (2001). Meta-syntactic therapy using visual coding for children with severe persistent SLI. International Journal of Language & Communication Disorders, 36 (Suppl), 345-350. (Pubitemid 32391720)
22. Ebbels, S. H., van der Lely, H. K. J., &, Dockrell, J. E., (2007). Intervention for verb argument structure in children with persistent SLI: A randomized control trial. Journal of Speech, Language, and Hearing Research, 50 (5), 1330-1349. (Pubitemid 350058558)
23. Ebbers, S. M., &, Denton, C. A., (2008). A root awakening: Vocabulary instruction for older students with reading difficulties. Learning Disabilities Research & Practice, 23 (2), 90-102.
24. Edmonds, M., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K., et al,. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79 (1), 262-300.
25. Espin, C., Wallace, T., Lembke, E., Campbell, H., &, Long, J., (2010). Creating a progress-monitoring system in reading for middle-school students: Tracking progress toward meeting high-stakes standards. Learning Disabilities Research & Practice, 25 (2), 60-75.
26. Esquinca, A., (2007). Academic writing in a corpus of 4th grade science notebooks: An analysis of student language use and adult expectations of the genres of school science. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (3-A), 856 (UMI No. 3257785).
27. Faggella-Luby, M. N., &, Deshler, D. D., (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23 (2), 70-78.
28. Fang, Z., (2005). Scientific literacy: A systemic functional linguistics perspective. Science Education, 89 (2), 335-347. (Pubitemid 41359126)
29. Fang, Z., Schleppegrell, M. J., &, Cox, B. E., (2006). Understanding the language demands of schooling: Nouns in academic registers. Journal of Literacy Research, 38 (3), 247-273.
30. Ferretti, R. P., MacArthur, C. D., &, Okolo, C. M., (2001). Teaching for historical understanding in inclusive classrooms. Learning Disability Quarterly, 24, 59-71.
31. Fletcher, J., Lyon, G., Barnes, M., Stuebing, K., Francis, D., Olson, R., et al,. (2002). Classification of learning disabilities: An evidence-based evaluation. In, R. Bradley, L. C. Danielson, &, D. P. Hallahan, (Eds.), Identification of learning disabilities: Research to practice (pp. 185-250). Mahwah, NJ: Lawrence Erlbaum.
32. Fuchs, D., Fuchs, L. S., &, Stecker, P. M., (2010). The "blurring" of special education in a new continuum of general education placements and services. Exceptional Children, 76 (3), 301-323.
33. Gajria, M., Jitendra, A. K., Sood, S., &, Sacks, G., (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40 (3), 210-225.
34. Gersten, R., Baker, S. K., Johnson, J. S., Dimino, J., &, Peterson, A., (2006). Eyes on the prize: Teaching complex historical content to middle school students with learning disabilities. Exceptional Children, 72 (3), 264-280. (Pubitemid 43318744)
35. Gersten, R., Fuchs, L. S., Williams, J. P., &, Baker, S., (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71 (2), 279-320. (Pubitemid 33401602)
36. Harman, R., (2009). Systemic functional linguistics and the teaching of literature in urban school classrooms. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69 (9-A), 34-83.
37. Hemingway, E., & Herman Finkelstein Collection (Library of Congress). (1952). The old man and the sea. New York: Scribner.
38. Hirschman, M., (2000). Language repair via metalinguistic means. International Journal of Language & Communication Disorders, 35 (2), 251-268. (Pubitemid 30209432)
39. Jitendra, A. K., Edwards, L. L., Sacks, G., &, Jacobson, L. A., (2004). What research says about vocabulary instruction for students with learning disabilities. Exceptional Children, 70 (3), 299-322. (Pubitemid 40465096)
40. Johnson, E. S., Humphrey, M., Mellard, D. F., Woods, K., &, Swanson, H. L., (2010). Cognitive processing deficits and students with specific learning disabilities: A selective meta-analysis of the literature. Learning Disability Quarterly, 33, 3-18.
41. King-Sears, M. E., &, Bowman-Kruhm, M., (2011). Specialized reading instruction for adolescents with learning disabilities: What special education co-teachers say. Learning Disabilities Research and Practice, 26 (3), 172-184.
42. Lee, C. D., &, Spratley, A., (2010). Reading in the disciplines: The challenges of adolescent literacy. New York: Carnegie Corporation of New York.
43. Lembke, E. S., Hampton, D., &, Hendricker, E., (in press). Data-based decision-making in academics using curriculum-based measurement. In., J. W. Lloyd, T. Landrum, B. Cook, &, M. Tankersley, (Eds.), Research-based approaches for assessment in special education. New York: Pearson.
44. Levy, H., &, Friedmann, N., (2009). Treatment of syntactic movement in syntactic SLI: A case study. First Language, 29 (1), 15-50.
45. Martin, J., (2002). Meaning beyond the clause: SFL perspectives. Annual Review of Applied Linguistics, 22, 52-74.
46. Martin, J., &, Rose, D., (2007). Working with discourse: Meaning beyond the clause. London: Continuum.
47. Martin, J. R., (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education: An International Research Journal, 20 (1), 10-21.
48. Mastropieri, M. A., Scruggs, T. E., &, Graetz, J. E., (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly. Special Issue: Effective instruction for struggling secondary students, 26 (2), 103-116. (Pubitemid 36963990)
49. Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., &, McDuffie, K., (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40 (5), 260-270. (Pubitemid 40687795)
50. McKenzie, R. G., (2009). Elevating instruction for secondary-school students with learning disabilities by demystifying the highly qualified subject matter requirement. Learning Disabilities Research and Practice, 24, 143-150.
51. Mellard, D., McKnight, M., &, Jordan, J., (2010). RTI tier structures and instructional intensity. Learning Disabilities Research & Practice, 25 (4), 217-225.
52. Moin, L. J., Magiera, K., &, Zigmond, N., (2009). Instructional activities and group work in the US inclusive high school co-taught science class. International Journal of Science and Mathematics Education, 7, 677-697.
53. Moje, E. B., (2007). Chapter 1: Developing socially just subject-matter instruction-a review of the literature on disciplinary literacy teaching. Review of Research in Education, 31 (1), 1-44.
54. Moje, E. B., Dillon, D. R., &, O'Brien, D., (2000). Reexamining roles of learner, text, and context in secondary literacy. Journal of Educational Research, 93 (3), 165-180.
55. Moje, E. B., &, Speyer, J., (2008). The reality of challenging texts in high school science and social studies: How teachers can mediate comprehension. In, K. A. Hinchman, &, H. K. Sheridan-Thomas, (Eds.), Best practices in adolescent literacy instruction (pp. 185-211). New York: The Guilford Press.
56. Nation, K., (2005). Connections between language and reading in children with poor reading comprehension. In, H. W. Catts, &, A. G. Kamhi, (Eds.), The connection between language and reading disabilities (pp. 41-54). Mahwah, NJ: Lawrence Erlbaum.
57. National Center for Education Statistics. (2007). The Nation's Report Card: Reading 2007 (NCES 2007-496). Washington DC: Institute of Education Sciences, U.S. Department of Education.
58. Nokes, J. D., Dole, J. A., &, Hacker, D. J., (2007). Teaching high school students to use heuristics while reading historical texts. Journal of Educational Psychology, 99 (3), 492-504.
59. Ogle, D., (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-571.
60. Pressley, M., &, Harris, K. R., (2006). Cognitive strategies instruction: From basic research to classroom instruction. In, P. A. Alexander, &, P. H. Winne, (Eds.), Handbook of Educational Psychology (2nd ed., pp. 265-286). Mahweh, NJ: Lawrence Erlbaum.
61. Pullen, P. C., &, Cash, D. B., (2011). Reading. In, J. M. Kauffman, &, D. P. Hallahan, (Eds.), Handbook of special education (pp. 409-421). New York: Routledge.
62. Ravid, D., &, Zilberbuch, S., (2003). The development of complex nominals in expert and non-expert writing: A comparative study. Pragmatics & Cognition, 11 (2), 267-296.
63. Rice, D., &, Zigmond, N., (2000). Co-teaching in secondary schools: Teachers reports and American classrooms. Learning Disabilities Research and Practice, 15, 190-198.
64. Roberts, G., Torgesen, J. K., Boardman, A., &, Scammacca, N., (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research & Practice, 23 (2), 63-69.
65. Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Ruetebuch, C. K., et al,. (2007). Interventions for adolescent struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
66. Schleppegrell, M. J., (2001). Linguistic features of the language of schooling. Linguistics and Education, 12 (4), 431-459. (Pubitemid 33646249)
67. Schleppegrell, M. J., Achugar, M., &, Oteiza, T., (2004). The grammar of history: Enhancing content-based instruction through a functional focus on language. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 38 (1), 67-93.
68. Scott, C. M., (2009). A case for the sentence in reading comprehension. Language, Speech, and Hearing Services in Schools, 40 (2), 184-191.
69. Scott, C. M., &, Balthazar, C. H., (2010). The grammar of information: Challenges for older students with language impairments. Topics in Language Disorders, 30 (4), 288-307.
70. Scruggs, T. E., Mastropieri, M. A., Berkeley, S., &, Graetz, J. E., (2010). Do special education interventions improve learning of secondary content? A meta-analysis. Remedial and Special Education, 31 (6), 437-449.
71. Scruggs, T. E., Mastropieri, M. A., &, McDuffie, K. A., (2007). Coteaching in inclusive classrooms: A meta-synthesis of qualitative research. Exceptional Children, 73, 392-416.
72. Scruggs, T. E., Mastropieri, M. A., &, Okolo, C. M., (2008). Science and social studies for students with disabilities. Focus on Exceptional Children, 41 (2), 1-24.
73. Shanahan, C., (2009). Disciplinary comprehension. In, S. E. Israel, &, G. G. Duffy, (Eds.), Handbook of research on reading comprehension (pp. 240-260). New York: Routledge.
74. Shanahan, T., &, Shanahan, C., (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review. Special Issue: Adolescent Literacy, 78 (1), 40-59.
75. Shulman, L. S., (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57 (1), 1-22.
76. Simonsen, B., Shaw, S. F., Faggella-Luby, M., Sugai, G., Coyne, M. D., Rhein, B., et al,. (2010). A schoolwide model for service delivery: Redefining special educators as interventionists. Remedial and Special Education, 31 (1), 17-23.
77. Sindelar, P. T., Brownell, M. T., &, Billingsley, B., (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33 (1), 8-24.
78. Swanson, H. L., (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32 (6), 504-532.
79. Swanson, H. L., &, Deshler, D. D., (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36 (2), 124-135. (Pubitemid 36404087)
80. Swanson, H. L., &, Hoskyn, M., (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research and Practice, 16 (2), 109-119.
81. Swanson, H. L., &, O'Connor, R., (2009). The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers. Journal of Learning Disabilities, 42 (6), 548-575.
82. Swiderski, S. M., (2007). Assessing reasoning through writing: Developing and examining approaches based on psychological and linguistic theories. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67 (7-A), 2467 (UMI No. 3225675).
83. United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2009). 28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006, vol. 1. Washington, DC.
84. Vacca, R. T., Vacca, J. L., &, Mraz, M. E., (2011). Content area reading: Literacy and learning across the curriculum (10th ed.). New York: Allen & Bacon.
85. VanSledright, B., (2008). Narratives of nation-state, historical knowledge, and school history education. Review of Research in Education, 32 (1), 109-146.
86. Vaughn, S., Gersten, R., &, Chard, D. J., (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67 (1), 99-114.
87. Vaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., et al,. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77 (4), 391-408.
88. Wagner, M., Newman, L., Cameto, R., &, Levine, P., (2005). Changes over time in the early postschool outcomes of youth with disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Available at http://www.nlts2.org/reports/2005-06/nlts2-report- 2005-06-complete.pdf.
89. Wanzek, J., Vaughn, S., Roberts, G., &, Fletcher, J., (2011). Efficacy of a reading intervention for middle school students with learning disabilities. Exceptional Children, 78 (1), 73-88.
90. Wasburn-Moses, L., (2005). Roles and responsibilities of secondary special education teachers in an age of reform. Remedial and Special Education, 26 (3), 151-158. (Pubitemid 40938009)
91. Wineburg, S. S., (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 (1), 73-87.
92. Wolfe, M. B. W., &, Goldman, S. R., (2005). Relations between adolescents' text processing and reasoning. Cognition and Instruction, 23 (4), 467-502. (Pubitemid 43082512)
93. Young, R. F., &, Nguyen, H. T., (2002). Modes of meaning in high school science. Applied Linguistics, 23 (3), 348-372.
94. Zigmond, N., (2003). Where should students with disabilities receive special education services? Is one place better than another? The Journal of Special Education, 37, 193-199. (Pubitemid 37364729)
95. Zigmond, N., (2006). Reading and writing in co-taught secondary school social studies classrooms: A reality check. Reading and Writing Quarterly, 22, 249-268.