Abstract
The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.
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