Section 1 Perspectives 1 -- Diversity and Disability in School Classrooms 3 -- Transitions in Educational Policy 4 -- Learning through Case Studies 5 -- Dilemmas for Consideration 7 -- Evaluation Process 7 -- Coming to Terms with Identification 7 -- Classroom-Based Language and Literacy Intervention Programs 8 -- 2 Theoretical Frameworks for Working within Classroom Settings 14 -- Constructing Language 14 -- A Sociolinguistic Model of Language Study 15 -- Language and Learning in the Classroom 17 -- Mediation through Assisted Language Performances 17 -- Language Difficulties in Classroom Discourse and Literacy Activities 20 -- Facilitative Strategies for Classroom Language Participation 22 -- Section 2 Preparing for Classroom-Based Intervention 25 -- 3 Choosing an Ethnographic Study Approach 27 -- Case-Study Methodology 28 -- Phases of Study 29 -- Data Collection 31 -- Audiotapes 31 -- Field Notes from Participant Observations 32 -- Teachers' Evaluations 32 -- Literacy Artifacts 32 -- Parental Input 32 -- Students' Contributions 33 -- Data Analysis 34 -- 4 Organizing Collaborative Relationships 36 -- Building Administrative Supports 37 -- Collaborative Teaching Approaches 39 -- Collaborative Consultation 40 -- Teacher Assistance Teams 41 -- Cooperative (Co-) Teaching Models 41 -- Gaining Access to the Classroom 45 -- Models and Mentors 46 -- Defining Roles and Responsibilities 47 -- Teachers as Facilitators and Guides 47 -- Specialists as Models and Resources 48 -- Students as Participants and Collaborators 48 -- Changing Roles in Classroom Interaction 49 -- 5 Building Strategies for Language and Literacy Learning 51 -- Guiding Principles for Instructional Strategies 51 -- Classroom Scheduling 56 -- Teacher-Student Interaction 56 -- Side-by-Side Coaching 56 -- Peripheral Conferencing 57 -- Resource Assistance 57 -- Examples of Students' Changing Roles in Classroom Interaction 58 -- 6 Developing Student and Classroom Profiles 61 -- Providing a Historical Review 61 -- Word-Retrieval Difficulties 61 -- Collecting Descriptive Information 62 -- Observations and Referral Data 62 -- Standardized Tests 63 -- Alternative Authentic Assessment 64 -- Dynamic Assessment 65 -- Evaluating Students' Language and Literacy Needs 65 -- Section 3 Case Studies in Classroom-Based Intervention 67 -- 7 Mickey: A First Grader 69 -- Classroom and Discourse Routines 70 -- Dynamic Assessment Phase of the Program 72 -- Participation in Classroom Routines 73 -- Existing Strategies for Language Use 81 -- Fostering Problem-Solving 87 -- Intervention Phase of the Language Support Program 90 -- Changes in Language Support 91 -- Changes in Use of Language Strategies 97 -- Changes in Discourse Participation 101 -- 8 Vincent: A Second Grader 109 -- Classroom and Discourse Routines 109 -- Dynamic Assessment Phase of the Program 111 -- Existing Strategies for Language Use 112 -- Participation in Classroom Discourse 115 -- Elimination of Related Behaviors 120 -- Intervention Phase of the Language Support Program 121 -- Changes in Language Support 122 -- Changes in Use of Language Strategies 127 -- Changes in Discourse Participation 133 -- 9 Henry: A Fourth Grader 138 -- Classroom and Discourse Routines 138 -- Dynamic Assessment Phase of the Program 140 -- Setting Goals 141 -- Strategies for Word Retrieval 142 -- Elimination of Related Behaviors 146 -- Fostering Peer Interaction 148 -- Intervention Phase of the Language Support Program 151 -- Changes in Language Support 151 -- Changes in Use of Language Strategies 154 -- Changes in Discourse Participation 159 -- 10 A Retrospective Look Back at the Intervention Programs 169 -- Development in Communicative Competence 169 -- Collaboration with Teachers 169 -- Changes in the School 170 -- New Insight into Students'o Difficulties 174.

Classroom-Based Language and Literacy Intervention uses case studies to assist preservice and practicing teachers to understand the process of classroom-based support for language and literacy constructions. Using introductory models, illustrative examples, and detailed explanations, compensatory intervention strategies are developed for each of the students presented in the case studies. The reader can then understand the goal, as well as learn the nature and implementation of the language cueing system.