A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities

Autor/in	De La Cruz, Carrie F.
Titel	A Program Evaluation of a Literacy Initiative for Students with Moderate to Severe Disabilities
Quelle	(2009), (409 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of South Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1096-2130-3
Schlagwörter	Hochschulschrift; Dissertation; Instructional Development; Program Evaluation; Reading; Autism; Focus Groups; Outcomes of Education; Sight Vocabulary; Academic Achievement; Phonological Awareness; Disabilities; Special Education; Reading Instruction; Curriculum Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching improvement; Unterrichtsentwicklung; Programme evaluation; Programmevaluation; Leseprozess; Lesen; Autismus; Lernleistung; Schulerfolg; Schulleistung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseunterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Recently the National Reading Panel concluded that systematic and direct instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension that is informed by ongoing assessments of student progress results in positive student achievement (NICHHD, 2002). For students with moderate to severe disabilities and students with autism, reading instruction has historically focused on functional sight words. Unfortunately, very little research exists that has examined how the literacy achievement of students with moderate to severe disabilities can be impacted by a more comprehensive, data-driven instructional model. A special education program that serves students with moderate to severe disabilities and students with autism sought to improve reading instruction and literacy outcomes for these students and began the Educational and Life Skills (ELS) Literacy Initiative during the 2005-2006 school year. The purpose of the literacy initiative was to improve teacher skill and confidence in teaching reading, increase the alignment of literacy instruction with the identified best practices, improve the quality of the instructional planning process, and improve student outcomes in the area of literacy. The literacy initiative provided teachers with extensive curricular resources and professional development opportunities in order to achieve the desired outcomes. This study is an evaluation of the ELS Literacy Initiative. More specifically, the goals of this study were to (a) examine how the literacy initiative was being implemented, (b) determine to what extent the anticipated short-term and intermediate outcomes of the initiative were being realized, and (c) determine the next steps in implementation of the literacy initiative. To answer the evaluation questions, a mix of qualitative and quantitative data were collected, including teacher and parent surveys, teacher focus group interviews, and student outcome data. Overall, the outcomes of the ELS Literacy Initiative have been positive, with teachers feeling more confident and supported, instruction being more aligned with best practices, and students having made gains in their literacy skills. However, particular areas of improvement, such as the instructional planning process and curricular resources, should be addressed to meet the needs of students who are nonverbal. A set of recommendations regarding the next steps in the implementation of the ELS Literacy Initiative is included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10