Integrated Literacy for Students with Moderate and Severe Disabilities

Autor/inn/en	Alberto, Paul A.; Fredrick, Laura D.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Integrated Literacy for Students with Moderate and Severe Disabilities
Quelle	(2011), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Decoding (Reading); Visual Literacy; Reading Instruction; Disabilities; Severe Disabilities; Literacy Education; Program Effectiveness; Program Development; Pictorial Stimuli; Reading Skills; Word Recognition; Phonics; Teaching Methods + Suchen Sie Ihr Suchwort? Dekodierung; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Leseunterricht; Handicap; Behinderung; Severe disability; Schwerbehinderung; Programmplanung; Fantasieanregung; Reading skill; Lesefertigkeit; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this project is to develop and to individually examine the efficacy of three different components of an integrated literacy program. No attempt is made to compare the components of the program to each other. Rather, the goal is to determine the effectiveness of each component of the program on the acquisition of the reading of pictures and logos (visual literacy component), and written text (sight-word instruction component and phonics instruction component). The following are research questions that are addressed (a) For development of the visual literacy instruction component: What specific instructional strategies can be used to teach visual literacy, including (1) instruction of reading individual pictures and sequences of pictures, and (2) contribute to the research base for instruction of logo reading? (b) For development of the sight-word instruction component: What is a basis for (1) an initial set of words to be taught, (2) instruction of connected text, and (3) further sets of words based on a strategy that will bridge sight-word instruction to phonics instruction? (c) For development of phonics instruction component: What is a basis for (1) use of simultaneous prompting to teaching decoding skills, (2) selecting appropriate phonics skills sequences (3) determining number of examples and levels of necessary and sufficient practice, and (4) determining automaticity and fluency requirements for successful blending of individual words and connected environmental text? (Contains 3 figures.) (As Provided).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10