Literaturnachweis - Detailanzeige
Autor/in | Golloher, Andrea |
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Titel | Adapted Shared Reading: A Study of Its Effectiveness in Inclusive Preschool Classrooms |
Quelle | In: Journal of Special Education Apprenticeship, 9 (2020) 2, (20 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2167-3454 |
Schlagwörter | Reading Aloud to Others; Inclusion; Preschool Education; Preschool Children; Emergent Literacy; Story Reading; Learner Engagement; Listening Comprehension; Communication Skills; Reading Programs; Program Effectiveness; Teacher Attitudes; Special Education Teachers; Assistive Technology; Students with Disabilities; Severe Disabilities; California Inklusion; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Frühleseunterricht; Hörverständnis; Kommunikationsstil; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Kalifornien |
Abstract | Adapted shared storybook reading has been demonstrated to be effective at increasing both engagement and comprehension during shared storybook reading for elementary-aged students with exceptional needs. Research on these methods has primarily been conducted with students in self-contained elementary classrooms and has lacked evidence of generalization to new texts. This study examined the use of the adapted shared reading program in inclusive early childhood classrooms. Using a multiple baseline across participants design, the program was shown to be effective at increasing engagement, listening comprehension, and communication during shared reading interactions. These skills were generalized to novel adapted texts. Teachers' perceptions of the reading program were explored. Pre- and post-intervention interviews suggest that the teachers found the goals, procedures, and outcomes of the reading program generally appropriate for preschool students. (As Provided). |
Anmerkungen | Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |