Literacy Instruction to Show Growth in Students with Severe Disabilities

Autor/in	Cherico, Elizabeth D.
Titel	Literacy Instruction to Show Growth in Students with Severe Disabilities
Quelle	(2022), (83 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Wilmington University (Delaware)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8860-4
Schlagwörter	Hochschulschrift; Dissertation; Students with Disabilities; Severe Disabilities; Literacy Education; Teacher Education; Teacher Competencies; Coaching (Performance); Special Education Teachers; Teaching Skills; Teaching Methods; Reading Skills; Reading Instruction; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Lehrerausbildung; Lehrerbildung; Lehrkunst; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Leseunterricht
Abstract	A review of the literature was conducted to collect information on students with severe disabilities and their capacity to gain literacy skills. Extensive research showed that students with severe disabilities progressed in reading when immersed in systematic literacy instruction encompassing both decoding and phonemic awareness. The Sussex Consortium adopted a general curriculum that provided systematic literacy instruction; however, analysis of student data showed that students were making minimal progress in literacy. Further investigation of data uncovered a lack of consistency in implementing the conferencing component of the curriculum was directly impacting student progress. This dissertation project proposed to adjust teacher training and apply the usage of individual coaching to support the implementation of equitable student conferencing to achieve an increase in literacy skills. This dissertation project uncovered that through the use of individual and teacher specific coaching, special education teachers are able to gain the instructional strategies required to provide systematic literacy instruction to students with severe disabilities and show literacy growth. [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	2024/1/01