Embedded Shared Reading to Increase Literacy in an Inclusive English/Language Arts Class: Preliminary Efficacy and Ecological Validity

Autor/inn/en	Ruppar, Andrea L.; Afacan, Kemal; Yang, Yeuwn-Lann; Pickett, Kelly J.
Titel	Embedded Shared Reading to Increase Literacy in an Inclusive English/Language Arts Class: Preliminary Efficacy and Ecological Validity
Quelle	In: Education and Training in Autism and Developmental Disabilities, 52 (2017) 1, S.51-63 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Literacy; Inclusion; Language Arts; Correlation; Intervention; Disabilities; General Education; Instructional Effectiveness; Grade 9; Evidence Based Practice; Educational Research; Teaching Methods; Task Analysis; Vocabulary Development; Reading Comprehension; Content Validity; Novels; Questionnaires + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Inklusion; Sprachkultur; Korrelation; Handicap; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; Unterrichtserfolg; School year 09; 9. Schuljahr; Schuljahr 09; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Wortschatzarbeit; Leseverstehen; Novel; Roman; Fragebogen
Abstract	Learning in general education contexts enhances access to general curriculum content for students with disabilities. However, few intervention studies focused on general education content have been conducted in general education settings. The current study provides preliminary evidence of the effectiveness of a literacy intervention using evidence-based practices (i.e., shared reading, embedded instruction, time delay) implemented in the context of a ninth-grade general education English/language arts class. A multiple baselines across conditions design was used to examine the effectiveness of the intervention, and field notes were collected to examine the factors that facilitated and inhibited the integration of the intervention into the general education class routines. Implications are discussed in relationship to future research focusing on interventions to improve access to the general curriculum in general education contexts, as well as for teachers providing such instruction. (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	2020/1/01