Integrating Literacy and the Content Curriculum to Support Diverse Learners

Autor/inn/en	Fenty, Nicole S.; Brydon, Melissa
Titel	Integrating Literacy and the Content Curriculum to Support Diverse Learners
Quelle	In: Learning Disabilities: A Contemporary Journal, 15 (2017) 2, S.225-238 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Special Education; Preservice Teacher Education; Literacy Education; Student Diversity; Interdisciplinary Approach; Elementary School Students; At Risk Students; Learning Disabilities; Reading Difficulties; Student Teacher Attitudes; Barriers; Content Area Reading; Mixed Methods Research; Focus Groups; Lesson Plans; Elementary School Teachers; Pretests Posttests; Questionnaires; Observation; Interviews + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Sinnerfassendes Lesen; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Beobachtung; Interviewing; Interviewtechnik
Abstract	This study explored the impact of training special education teacher candidates to implement content literacy strategy instruction on the teacher candidates' feelings of self-efficacy, beliefs, and practice. The study also explored the impact of implementing content literacy interventions on the content knowledge of elementary age students with or at risk for learning disabilities in reading. Results indicated that teacher candidates believed that despite barriers such as time, content literacy instruction promotes student interest and engagement. Analysis of teacher candidates' lesson plans indicated a focus on integrating comprehension and vocabulary skills across content areas. Student content assessment data indicated overall increases in content knowledge based on average pre- and postassessment scores. Social validity data revealed that students believed the project increased their knowledge and interest in their respective content areas. A discussion surrounding implications for teacher education, limitations, and future research is also included. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01