New Directions in Reading Instruction for Adolescents with Significant Cognitive Disabilities

Autor/inn/en	Roberts, Carly A.; Leko, Melinda M.; Wilkerson, Kimber L.
Titel	New Directions in Reading Instruction for Adolescents with Significant Cognitive Disabilities
Quelle	In: Remedial and Special Education, 34 (2013) 5, S.305-317 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513485447
Schlagwörter	Reading Instruction; Adolescents; Mental Retardation; Intervention; Reading Research; Vocabulary Development; Educational Change; Evidence; Special Education; Middle School Students; Literature Reviews; Interrater Reliability; Student Characteristics; Measures (Individuals); Instructional Materials; Educational Practices; Sight Vocabulary; Technology Uses in Education; Sight Method + Suchen Sie Ihr Suchwort? Leseunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Geistige Behinderung; Leseforschung; Wortschatzarbeit; Bildungsreform; Evidenz; Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interrater-Reliabilität; Messdaten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildungspraxis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Look-and-say method; Ganzheitsmethode
Abstract	This article reports findings from a literature review on literacy instruction for adolescents with significant cognitive disabilities. Nineteen empirical studies published between 1975 and 2011 were included in the review and analyzed based on characteristics of interventions. The results were examined to determine whether the state of research in this area indicates a comprehensive approach to literacy for adolescents with significant cognitive disabilities. Results indicate that vocabulary instruction through sight word acquisition is still prevalent, instruction is not comprehensive, and instruction does not address recommendations from the field for adolescent literacy. However, innovative approaches to literacy instruction for this population are beginning to be explored. The current state of research on reading practices for adolescents with significant cognitive disabilities, implications for practice, and suggestions for new directions in research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10