CASE STUDIES OF LEARNING DISABLED SECONDARY STUDENTS
This study examined the relationship between a reading support class and the reading requirements in content classes to determine if the reading class offers the support mainstreamed students need for success. Four case studies of high school learning disabled students were examined through the following areas: background, academic reports, adjustment rating scales and classroom observations. Two mainstreamed and two non-mainstreamed students were randomly selected for this study. Both students and teachers completed an adjustment rating scale measuring academic, personal and social adjustments. Observations were made to record the reading skills demanded in the content classes as well as those taught in the reading classes. The first research question addressed was: Does the reading class provide the service needed by mainstreamed students to ensure progress in the content classes? If so, in what ways? The findings showed that the mainstreamed students have the necessary skills to survive in their classes, but usually need more explanations and more time to complete their assignments. Their daily reading class provides the additional assistance for them by further explanations on content information understanding, by checking their written work, by reviewing concepts and by improving vocabulary and spelling ability. The second research question addressed was: Is the reading class, coupled with the mainstream content class, providing sufficient practice in reading skills development to ensure reading growth as measured by a standardized reading test? All four students' reading scores showed growth. The mainstreamed students' scores are at the high school level; the non-mainstreamed students scores showed small but consistent gains. The findings showed that programs that provide reading support to secondary learning disabled mainstreamed students should be available to ensure the students of continued reading growth and success in the mainstream.