Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities

Autor/inn/en	Coyne, Peggy; Pisha, Bart; Dalton, Bridget; Zeph, Lucille A.; Smith, Nancy Cook
Titel	Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities
Quelle	In: Remedial and Special Education, 33 (2012) 3, S.162-172 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510381651
Schlagwörter	Learning Theories; Beginning Reading; Mental Retardation; Reading Achievement; Sight Vocabulary; Basic Vocabulary; Word Recognition; Educational Technology; Literacy; Access to Education; Listening Comprehension; Reading Comprehension; Story Reading; Books; Electronic Publishing; Inservice Teacher Education; Program Implementation; Computer Software; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Erstleseunterricht; Geistige Behinderung; Leseleistung; Grundwortschatz; Worterkennung; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Hörverständnis; Leseverstehen; Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Lehrerfortbildung
Abstract	Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction that includes comprehension and storybook reading. This study examined the effect of a technology-based universal design for learning (UDL) approach to literacy instruction, Literacy by Design (LBD), on the reading achievement of 16 students with significant intellectual disabilities in Grades K-2. The LBD approach emphasizes reading for meaning, combining UDL-scaffolded e-books and letter and word recognition software. Nine teachers received training in research-based literacy practices. Of these, five received LBD training and implemented it four to five times weekly. Controlling for initial reading achievement, the LBD group made significantly greater gains on the "Woodcock-Johnson Test of Achievement III" Passage Comprehension subtest. Implications for research and practice in beginning reading instruction for children with significant intellectual disabilities are discussed. (Contains 1 figure and 4 tables.) (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