Fosteringliteracy acquisition of students with developmental disabilities: Assisted reading with predictable trade books

Reading Research and Instruction

Volumn 36, Issue 3, 1997, Pages 177-190

  Mefferd, Peggy E ^a   Pettegrew, Barbara S ^b  

^a Westerville City Schools   (United States)

^b OTTERBEIN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009579327     PISSN: 08860246     EISSN: None     Source Type: Journal    
DOI: 10.1080/19388079709558237     Document Type: Article

References (14)

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3. Cousin, P. T., Weekley, T., & Gerard, J. (1993). The functional uses of language and literacy by students with severe language and learning problems. Language Arts, 70, 548-556.
4. Dowhower, S. L. (1989). Repeated reading: Research into practice. The Reading Teacher, 42, 502-507.
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7. Hoskisson, K. (1979). A response to “A critique of teaching reading as a whole-task venture.” The Reading Teacher, 32, 653-659.
8. Johns, J. L. (1991). Basic reading inventory: Pre-primer to grade eight (5th ed.). Dubuque, IA: Kendall/Hunt.
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10. Richek, M. A., & McTague, B. K. (1988). The “Curious George” strategy for students with reading problems. The Reading Teacher, 43, 220-226.
11. Rhodes, L. K., & Dudley-Marling, C. (1988). Readers and writers with a difference: A holistic approach to teaching learning disabled and remedial students. Portsmouth, NH: Heinemann.
12. Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60, 568-580.
13. Tunnell, M. O., & Jacobs, J. S. (1989). Using “real” books: Research findings on literature based reading instruction. The Reading Teacher, 42, 470-477.
14. Weaver, C. (1988). Reading process and practice: From sociolinguistics to whole language. Portsmouth, NH: Heinemann.