Literaturnachweis - Detailanzeige
| Autor/inn/en | Allor, Jill H.; Mathes, Patricia G.; Jones, Francesca G.; Champlin, Tammi M.; Cheatham, Jennifer P. |
|---|---|
| Titel | Individualized Research-Based Reading Instruction for Students with Intellectual Disabilities: Success Stories |
| Quelle | In: TEACHING Exceptional Children, 42 (2010) 3, S.6-12 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| Schlagwörter | Phonics; Mental Retardation; Sight Vocabulary; Phonemic Awareness; At Risk Students; Memorization; Reading Ability; Literacy; Reading Instruction; Teaching Methods; Intelligence Quotient; Individualized Instruction; Intervention; Student Behavior; Elementary Education |
| Abstract | Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is definitely useful and is an important part of reading; however, reading is more than memorizing sight words. Educators often assume that children with ID are not capable of learning to read beyond memorizing a limited corpus of sight words. The result is that educators often make little effort to teach students with ID to become fully literate, and only one in five children with mild or moderate ID achieves even minimal literacy skills. This article presents the stories of Jacob, Bart, and Carl which highlight both the potential for students with ID to become more fully developed readers and the challenges that they face during research-based reading instruction. Three centers, recently funded by the Institute of Education Sciences, are conducting studies to explore methods for teaching students with ID to read. Jacob, Bart, and Carl have been participating in a study that seeks to determine whether methods that are effective with at-risk students with average IQs are also effective for students like Jacob, Bart, and Carl. All three made great strides in their reading abilities because of intense, individualized daily instruction. All three made important progress on phonemic awareness and basic phonics skills. They are currently able to read very simple text independently and are on their way to becoming more fluent readers. However, achieving this success has taken a long time and has required persistent, careful instruction tailored to individual student progress and needs. Common instructional needs included struggles with memory, application of skills, mastery, and language. Behaviorally, modifications increased attention, promoted positive peer relationships, and maximized compliance. Responding effectively to individual challenges required the work of the entire team of educators, coaches, and researchers. With daily implementation of the research-based curriculum tailored to individual progress and needs, the students continued to grow toward acquiring first-grade-level benchmarks. The stories of these students confirm that teachers need to maintain high expectations and continue to provide high-quality research-based reading instruction for all students. Current research demonstrates the potential for reading ability in all students, including those with ID. (Contains 1 figure.) (ERIC). |
| Anmerkungen | Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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