Individualizing Literacy Instruction in Co-Taught Classrooms through a Station Teaching Model

Autor/inn/en	Lyon, Cheryl P.; Hogan, Erin K.; Kearns, Devin M.
Titel	Individualizing Literacy Instruction in Co-Taught Classrooms through a Station Teaching Model
Quelle	In: Intervention in School and Clinic, 56 (2021) 4, S.224-232 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Lyon, Cheryl P.) ORCID (Kearns, Devin M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451220944376
Schlagwörter	Leitfaden; Unterricht; Lehrer; Individualized Instruction; Team Teaching; Teaching Models; Content Area Reading; Reading Comprehension; Middle School Students; Students with Disabilities; Regular and Special Education Relationship; Group Activities + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Individualisierender Unterricht; Teamteaching; Lehrmodell; Sinnerfassendes Lesen; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Disability; Disabilities; Studentin; Behinderung; Gruppenaktivität
Abstract	The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework. (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	2024/1/01