Literacy Instruction, Technology, and Students with Learning Disabilities: Research We Have, Research We Need

Autor/inn/en	Kennedy, Michael J.; Deshler, Donald D.
Titel	Literacy Instruction, Technology, and Students with Learning Disabilities: Research We Have, Research We Need
Quelle	In: Learning Disability Quarterly, 33 (2010) 4, S.289-298 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Learning Disabilities; Literacy Education; Assistive Technology; Educational Technology; Response to Intervention; Multimedia Instruction; Instructional Design; Technology Integration + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Unterrichtsmedien; Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Technology, whether assistive (AT) or instructional (IT), has played an uneven role in the field of learning disabilities since its inception more than a half century ago. In addition, technology is in a constant state of flux; hence, researchers have been challenged to conduct appropriate experimental testing of interventions before they are outdated or made irrelevant by advances in hardware and software. As schools seek to improve learning outcomes for all students using tiered instructional models such as response to intervention (RTI), practitioners need assistance in capitalizing on AT, IT, or a combination of the two, to guide and enrich literacy instruction for students with learning disabilities. This article presents a conceptual framework for multimedia instructional design grounded in theory and empirical research. The article concludes with recommendations for how to integrate multimedia literacy instruction within RTI frameworks. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10