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Autor/inn/en | Ahlgrim-Delzell, Lynn; Rivera, Christopher |
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Titel | A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability |
Quelle | In: Exceptionality, 23 (2015) 4, S.258-269 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0936-2835 |
DOI | 10.1080/09362835.2015.1064417 |
Schlagwörter | Severe Intellectual Disability; Moderate Intellectual Disability; Comparative Analysis; Literacy Education; Reading Instruction; Skill Development; Teaching Methods; Phonemic Awareness; Phonics; Mixed Methods Research; Elementary School Students; Self Contained Classrooms; Special Education; Intervention; Autism; Coding; Reading Skills; Educational Legislation; Federal Legislation; Disabilities; Equal Education Leseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Autismus; Codierung; Programmierung; Reading skill; Lesefertigkeit; Bildungsrecht; Schulgesetz; Bundesrecht; Handicap; Behinderung |
Abstract | Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers who participated in literacy research using secondary data analysis of instructional videos from 2004 to 2010. Results from the study suggest that teachers in 2004 focused on fewer components of reading that did not include phonemic awareness or phonics than teachers in 2010. Other changes in instruction included use of systematic instruction, grade-appropriate materials, and structure of literacy lessons. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |