The teacher as "more knowledgeable other" in assisting literacy learning with special needs students

Reading and Writing Quarterly

Volumn 16, Issue 4, 2000, Pages 299-336

  Mariage, Troy V ^a   Englert, Carol Sue ^a   Garmon, M Arthur ^b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b WESTERN MICHIGAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008756520     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560050129196     Document Type: Article

References (43)

1. Barnes, D. (1992). From communication to curriculum. Portsmouth, NH: Boynton/Cook-Heineman.
2. Bereiter, C., & Bird. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131–156.
3. Berglund, R., & Johns, J. (1983). A primer on uninterrupted sustained silent reading. Reading Teacher, 36, 534–539.
4. Bloome, D. (1986). Building literacy communities. Theory Into Practice, 15, 71–76.
5. Bos, C. S. (1991). Reading-writing connections: Using literature as a zone of proximal development for writing. Learning Disabilities Research and Practice, 6, 252–263.
6. Bos, C. S., & Anders, P. L. (1990). Interactive teaching and learning: Instructional practices for teaching content and strategic knowledge. In T. E. Scruggs & B. Y. L. Wong (Eds.), Intervention research in learning disabilities (pp. 116–185). New York: Springer-Verlag.
7. Bos, C. S., Anders, P. L., Filip, D., and Jaþe, L. E. (1989). The eþects of an interactive instructional strategy for enhancing learning disabled students' reading comprehension and content area learning. Journal of Learning Disabilities, 22, 384–390.
8. Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
9. Collins, J. (1982). Discourse style, classroom interaction, and differential treatment. Journal of Reading Behavior, 14, 429–438.
10. Daiute, C. (1986). Do 1 and 1 make 2? Written Communication, 3, 283–308.
11. Englert, C. S., Garmon, A., Mariage, T. V., Rozendal, M. S., Tarrant, K. L., & Urba, J. (1995). The early literacy project: Connecting across the literacy curriculum. Learning Disability Quarterly, 18, 253–275.
12. Englert, C. S., & Mariage, T. V. (1996). A sociocultural perspective: Teaching ways-of thinking and ways-of-talking in a literacy community. Learning Disabilities Research and Practice, 11(3), 157–167.
13. Englert, C. S., Mariage, T. V., Garmon, M. A., & Tarrant, K. L. (1998). Accelerating reading progress in early literacy project classrooms: Three exploratory studies. Remedial and Special Education, 19(3), 142–159.
14. Englert, C. S., & Raphael, T. E. (1989). Developing successful writers through cognitive strategy instruction in writing. In J. E. Brophy (Ed.), Advances in research in teaching (pp. 106–151). Greenwich, CT: JAI.
15. Englert, C. S., Raphael, T. E., & Anderson, L. M. (1992). Socially-mediated instruction: Improving students' knowledge and talk about writing. Elementary School Journal, 92(4), 411–450.
16. Englert, C. S., Raphael, T. R., & Mariage, T. V. (1994). Developing a school-based discourse for literacy learning: A principled search for understanding. Learning Disabilities Quarterly, 17, 3–33.
17. Gallimore, R., Goldenberg, C. N., & Weisner, T. S. (1992). The social construction and subjective reality of activity settings: Implications for community psychology. Paper prepared for a special issue of the American Journal of Community Psychology, February.
18. Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
19. George, J. C. (1972). Julie of the wolves. New York: Harper Trophy.
20. Graves, D. H., & Hansen, J. (1983). The author's chair. Language Arts, 60, 176–183.
21. Idol, L. (1987). A critical thinking map to improve content area comprehension of poor readers. Remedial and Special Education, 8(4), 28–40.
22. Labbo, L. D., & Teale, W. H. (1990). Cross-age reading: A strategy for helping poor readers. The Reading Teacher, 43, 362–369.
23. Lampert, M., Rittenhouse, P., & Crumbaugh, C. (1996). Agreeing to disagree: Developing social mathematical discourse. In D. R. Olson and N. Torrance (Eds.), The handbook of education and human development (pp. 731–764). Cambridge, MA: Blackwell Publishers.
24. Lenz, K. B. (1989). In the spirit of strategies instruction: Cognitive and meta cognitive aspects of the strategies intervention model. Prepared for the National Institute of Dyslexia Second Annual Conference, February. The University of Kansas Institute for Research in Learning Disabilities.
25. Levine, S. (1984). USSR: A necessary component in teaching reading. Journal of Reading, 28, 394–400.
26. Mariage, T. V. (1995). Why students learn: Examining the nature of teacher talk during reading. Learning Disability Quarterly, 18, 214–234.
27. Mariage, T. V. (1996). The construction and reconstruction of two discourse spaces in a special education classroom: A sociolinguistic examination of sharing chair and morning message. Unpublished doctoral dissertation. East Lansing, MI: Michigan State University.
28. Moll, L. C., & Greenberg, J. B. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 319–348). Cambridge, MA: Cambridge University Press.
29. Morrice, C., & Simmons, M. (1991). Beyond reading buddies: A whole language crossage program. The Reading Teacher, 44, 572–577.
30. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. New York: Cambridge University Press.
31. O'Connor, M. C. (1996). Managing the intermental: Classroom group discussion and the social context of learning. In D. I. Slobin, J. Gerhardt, A. Kyratzis, & J. Guo (Eds.), Social interaction, social context, and language: Essays in honor of Susan Ervin-Tripp (pp. 495–509). Mahwah, NJ: Lawrence Erlbaum Associates.
32. O'Connor, M. C., & Michaels, S. (1993). Aligning academic task and participation status through revoicing: Analysis of a classroom discourse strategy. Anthropology and Education Quarterly, 24(4), 318–335.
33. Palincsar, A. S. (1986). The role of dialogue in providing scaþolded instruction. Educational Psychologist, 21(1-2), 73–98.
34. Raphael, T. R., Englert, C. S., & Kirschner, B. W. (1989). Students' metacognitive knowledge about writing. Research in the Teaching of English, 23(4), 343–379.
35. Roehler, L. R., & Duþy, G. G. (1991). Teachers' instructional actions. In Handbook of reading research. Vol. 2 (pp. 861–883). White Plains, NY: Longman.
36. Routman, R. (1991). Invitations: Changing as teachers and learners K–12. Portsmouth, NH: Heineman.
37. Ruiz, N. T., Garcia, E., and Figueroa, R. A. (1996). The OLE curriculum guide: Creating optimal learning environments for students from diverse backgrounds in special and general education. Sacramento, CA: Specialized Program Branch, California Department of Education.
38. Topping, K. (1989). Peer tutoring and paired reading: Combining two powerful techniques. The Reading Teacher, 42, 488–494.
39. Tannen, D. (1989). Talking voices: Repetition, dialogue, and imagery in conversational discourse. Great Britain: Cambridge University Press.
40. Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
41. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
42. Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture, and Activity, 3(2), 74–101.
43. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: The Harvard University Press.