Whole Language with LD Children
Contrasts the deficit driven approach to teaching learning disabled children with a holistic model in which the emphasis is shifted toward a strengths, ability, and child-needs-oriented perspective. It is suggested that factors crucial to a successful learning experience for the learning disabled child include linking instruction to past and present experiences; arranging physical variables to serve the functional needs of the child; and considering personality traits of the learner and teacher as well as the child's natural interests, abilities, and aptitudes. Specific ways to implement this approach with learning disabled children are discussed.
Reutzel, D. R., & Hollingsworth, P. M. (1988). Whole Language with LD Children. Academic Therapy, 23, (May 1988), pp. 477-488.