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AutorenLemons, Christopher J.; Allor, Jill H.; Al Otaiba, Stephanie; LeJeune, Lauren M.
Titel10 Research-Based Tips for Enhancing Literacy Instruction for Students with Intellectual Disability
QuelleIn: TEACHING Exceptional Children, 49 (2016) 1, S.18-30 (13 Seiten)
PDF als Volltext (1); PDF als Volltext (2)    Verfügbarkeit 
ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0040-0599
DOI10.1177/0040059916662202
SchlagwörterLiteracy; Literacy Education; Intellectual Disability; Children; Adolescents; Reading Achievement; Reading Instruction; Individualized Education Programs; Reading Skills; Outcomes of Education; Functional Reading; Reading Improvement; Emergent Literacy; Elementary School Students
AbstractIn the past 2 decades, researchers (often working closely with parents, teachers, and other school staff members) have conducted studies that have substantially increased understanding how to effectively teach children and adolescents with intellectual disability (ID) to read. This research focus has been fueled by increased societal expectations for individuals with ID, advocacy efforts, and legislative priorities (e.g., strengthened accountability standards). Findings from this body of work indicate that children and adolescents with ID can obtain higher levels of reading achievement than previously anticipated (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, 2014). Provided is a Literacy Instruction and Support Planning tool, and 10 tips for enhancing literacy success are outlined. The hope is that IEP teams who consider the 10 tips will be more reflective and will plan more intensive and effective instruction, and will see increasingly positive student outcomes. (ERIC).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/05
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