Literaturnachweis - Detailanzeige
Autor/inn/en | Lane, Holly B.; Contesse, Valentina A.; Gallingane, Caitlin |
---|---|
Titel | Phonics 101: Preparing Teachers to Provide Effective Intervention in Word Reading Skills |
Quelle | In: Intervention in School and Clinic, 59 (2023) 1, S.9-19 (11 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Lane, Holly B.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-4512 |
DOI | 10.1177/10534512221130065 |
Schlagwörter | Phonics; Intervention; Instructional Effectiveness; Reading Skills; Students with Disabilities; Learning Disabilities; Teacher Education; Teaching Methods; Evidence Based Practice; Reading Instruction; Teacher Educators Unterrichtserfolg; Reading skill; Lesefertigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Teacher education; Education |
Abstract | Students with learning disabilities in word-level reading typically require explicit, systematic, and intensive phonics intervention. Teachers' capacity to provide effective intervention depends largely on their depth of understanding of language and their proficiency with evidence-based instructional methods. This article outlines the key knowledge and skills needed to implement effective phonics intervention and provides suggestions for methods that teacher educators can use to develop candidates' knowledge and skills. (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: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |