Increasing Comprehension for Middle School Students with Moderate Intellectual Disability on Age-Appropriate Texts

Autor/inn/en	Shurr, Jordan; Taber-Doughty, Teresa
Titel	Increasing Comprehension for Middle School Students with Moderate Intellectual Disability on Age-Appropriate Texts
Quelle	In: Education and Training in Autism and Developmental Disabilities, 47 (2012) 3, S.359-372 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Literacy; Reading Instruction; Reading Aloud to Others; Middle School Students; Moderate Mental Retardation; Developmentally Appropriate Practices; Listening Comprehension; Reading Comprehension; Accessibility (for Disabled); Academic Accommodations (Disabilities); Teaching Methods; Educational Strategies; Learning Strategies; Instructional Effectiveness; Achievement Gains; Performance Based Assessment + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Entwicklungsbezogene Bildung; Hörverständnis; Leseverstehen; Accessibility; Zugänglichkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Leistungsermittlung
Abstract	Students with moderate intellectual disability experience a lack of comparable access to literature as compared to their nondisabled peers (Browder et al., 2009; Kliewer, 1998). Problems in access for many of these students may be attributed to low expectations and inadequate support on behalf of students as well as a lack of sufficient literacy skills instruction. Given these issues, the literature students are able to access often is not representative of their chronological age. Literacy interventions such as read-alouds have been successfully used in special and general education alike to provide students access to literature beyond their present skill level. Using a multiple-probe design, investigators read typical age-appropriate texts and examined the effectiveness of pairing texts with the picture symbols and discussion in improving student comprehension. Discussion and implications of the findings within this study are included. (Contans 1 figure and 6 tables.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10