Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum
Editor's Comment: In this issue we continue with the four-part special series on a constructivist view of learning disabilities. For an overview of this special series, see Dr. Mary Poplin's Introduction in the August/September 1995 issue (Volume 28, Number 7) of the Journal of Learning Di...
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| Veröffentlicht in: | Journal of learning disabilities 1995-11, Vol.28 (9), p.535-544 |
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| container_issue | 9 |
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| container_title | Journal of learning disabilities |
| container_volume | 28 |
| creator | MacInnis, Carole Hemming, Heather |
| description | Editor's Comment:
In this issue we continue with the four-part special series on a constructivist view of learning disabilities. For an overview of this special series, see Dr. Mary Poplin's Introduction in the August/September 1995 issue (Volume 28, Number 7) of the Journal of Learning Disabilities.—JLW
As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum. |
| doi_str_mv | 10.1177/002221949502800902 |
| format | Article |
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In this issue we continue with the four-part special series on a constructivist view of learning disabilities. For an overview of this special series, see Dr. Mary Poplin's Introduction in the August/September 1995 issue (Volume 28, Number 7) of the Journal of Learning Disabilities.—JLW
As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum.</description><identifier>ISSN: 0022-2194</identifier><identifier>EISSN: 1538-4780</identifier><identifier>DOI: 10.1177/002221949502800902</identifier><identifier>PMID: 8530895</identifier><identifier>CODEN: JLDIAD</identifier><language>eng</language><publisher>London, England: SAGE Publications</publisher><subject>Biological and medical sciences ; Communication disorders ; Curriculum ; Curriculum Development ; Elementary Secondary Education ; Generalization ; Humans ; Language ; Language Arts ; Learning Disabilities ; Learning disabled children ; Learning Disorders ; Learning Strategies ; Medical sciences ; Memory ; Memory Disorders ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Special education. Orthophony ; Student Needs ; Student Role ; Teacher Role ; Teaching ; Treatments ; USA ; Whole Language Approach ; Whole language programmes</subject><ispartof>Journal of learning disabilities, 1995-11, Vol.28 (9), p.535-544</ispartof><rights>1995 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c450t-9f366ba720be559f49acd80f938fb1d40e9188d99d8a0b1465e3d66f95bdb0d83</citedby><cites>FETCH-LOGICAL-c450t-9f366ba720be559f49acd80f938fb1d40e9188d99d8a0b1465e3d66f95bdb0d83</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/002221949502800902$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/002221949502800902$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,30977,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ511903$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=3698390$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/8530895$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>MacInnis, Carole</creatorcontrib><creatorcontrib>Hemming, Heather</creatorcontrib><title>Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum</title><title>Journal of learning disabilities</title><addtitle>J Learn Disabil</addtitle><description>Editor's Comment:
In this issue we continue with the four-part special series on a constructivist view of learning disabilities. For an overview of this special series, see Dr. Mary Poplin's Introduction in the August/September 1995 issue (Volume 28, Number 7) of the Journal of Learning Disabilities.—JLW
As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum.</description><subject>Biological and medical sciences</subject><subject>Communication disorders</subject><subject>Curriculum</subject><subject>Curriculum Development</subject><subject>Elementary Secondary Education</subject><subject>Generalization</subject><subject>Humans</subject><subject>Language</subject><subject>Language Arts</subject><subject>Learning Disabilities</subject><subject>Learning disabled children</subject><subject>Learning Disorders</subject><subject>Learning Strategies</subject><subject>Medical sciences</subject><subject>Memory</subject><subject>Memory Disorders</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Special education. 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In this issue we continue with the four-part special series on a constructivist view of learning disabilities. For an overview of this special series, see Dr. Mary Poplin's Introduction in the August/September 1995 issue (Volume 28, Number 7) of the Journal of Learning Disabilities.—JLW
As a curricular approach to language arts instruction, whole language has gained prominence in the last decade. Many researchers and practitioners working in the field of learning disabilities have questioned the appropriateness of whole language for students considered to be learning disabled. In this article a rationale is presented for how the whole language approach provides the type of environment that is particularly suitable for these students. This is developed by analyzing the documented characteristics of these learners and the implications of those characteristics within a whole language curriculum.</abstract><cop>London, England</cop><pub>SAGE Publications</pub><pmid>8530895</pmid><doi>10.1177/002221949502800902</doi><tpages>10</tpages></addata></record> |
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| ispartof | Journal of learning disabilities, 1995-11, Vol.28 (9), p.535-544 |
| issn | 0022-2194 1538-4780 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; SAGE Complete |
| subjects | Biological and medical sciences Communication disorders Curriculum Curriculum Development Elementary Secondary Education Generalization Humans Language Language Arts Learning Disabilities Learning disabled children Learning Disorders Learning Strategies Medical sciences Memory Memory Disorders Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Special education. Orthophony Student Needs Student Role Teacher Role Teaching Treatments USA Whole Language Approach Whole language programmes |
| title | Linking the Needs of Students with Learning Disabilities to a Whole Language Curriculum |
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