Development of Shared Knowledge: A New Role for Classroom and Specialist Teachers.

Abstract

When children fail to acquire reading proficiency at an expected rate, we typically provide them with an instruc tional intervention in an attempt to re solve the reading failure. Currently, in the United States, children experienc ing failure in the regular classroom are most frequently served in either reme dial reading or special education pro grams. In either case, the instructional support provided usually produces a fragmentation of the literacy curricu lum as experienced by the child (Al lington and Johnston, 1987; Johnston, Allington, and Afflerbach, 1985; Kimbrough and Hill, 1981). The results of several recent studies indicate the situation is such that the