READING AND WRITING IN THE MAINSTREAM: AN OBSERVATIONAL CASE STUDY OF EFFECTIVE READING AND WRITING INSTRUCTION IN AN INTEGRATED SETTING

iii Following the tradition of classroom ethnography, this classroom case study provides rich descriptions of the shared day-to-day experiences of the participants in an integrated grade five classroom during language arts instruction, with a focus on factors that contribute to effective reading and writing instruction in an integrated setting. The data was collected using ethnographic techniques to describe actual practice. Two weekly visits of two hours in duration were made over a four month period. Detailed notes of teaching procedures, student activities, student work products, learning materials, and evaluation procedures were recorded. In addition, the classroom teacher, the specia