The Teacher as 'More Knowledgeable Other' in Assisting Literacy Learning with Special Needs Students.

Examines the special education teacher's role as a more knowledgeable member of the classroom who uses dialogue to scaffold performance, nurtures the dialogical relationship that underlies the discourse in classrooms, uses procedural facilitation to make complex processes accessible to students, and transfers increasing levels of control and responsibility to students for regulating their own language. (SG)