Special Education Teachers Integrating Reading with Eighth Grade U.S. History Content

Autor/inn/en	O'Connor, Rollanda E.; Sanchez, Victoria; Beach, Kristen D.; Bocian, Kathleen M.
Titel	Special Education Teachers Integrating Reading with Eighth Grade U.S. History Content
Quelle	In: Learning Disabilities Research & Practice, 32 (2017) 2, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12131
Schlagwörter	United States History; Grade 8; Special Education Teachers; Reading Materials; Adolescents; Secondary School Teachers; Secondary School Students; Reading Instruction; Decoding (Reading); Reading Comprehension; Reading Strategies; Comparative Analysis; Learning Disabilities; Vocabulary; Reader Text Relationship; Reading Difficulties + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Leseunterricht; Dekodierung; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Learning handicap; Lernbehinderung; Wortschatz; Reading difficulty; Leseschwierigkeit
Abstract	This research replicates an earlier study and extends it by shifting instructional responsibility from researchers to special education teachers, who implemented reading instruction that included multisyllabic word decoding, academic vocabulary, and three comprehension strategies (generating main ideas, comparing and contrasting people and events, and identifying cause and effect relations) with their intact eighth grade history classes, using history text as the "reading" material. Participants included 73 eighth grade students with disabilities (77 percent with learning disabilities, 72 percent males, and 45 percent English language learners) and four teachers. Compared to students with disabilities in typical special education history classes, students in the treatment outperformed controls on researcher-developed measures of word- and text-level reading comprehension, as well as in the history content that students in both conditions studied. Across reading strategies, implementation of "nearly all lesson components" ranged from 72 percent to 83 percent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01