A Case Study Using Literacy Assessment Portfolios with Students Identified with Disabilities

Autor/in	Keiley, Debbie A.
Titel	A Case Study Using Literacy Assessment Portfolios with Students Identified with Disabilities
Quelle	(2011), (279 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of New Mexico
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-8362-7
Schlagwörter	Hochschulschrift; Dissertation; Portfolio Assessment; Literacy; Special Education; Learning Disabilities; Autism; Case Studies; Qualitative Research; Reading Skills; Reading Improvement; Parent Participation; Student Motivation; Self Efficacy; Teacher Attitudes; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Portfoliobeurteilung; Alphabetisierung; Schreib- und Lesefähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Learning handicap; Lernbehinderung; Autismus; Case study; Fallstudie; Case Study; Qualitative Forschung; Reading skill; Lesefertigkeit; Elternmitwirkung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Leseunterricht
Abstract	The purpose of this case study, using a qualitative research design, was to examine the process of using literacy assessment portfolios (LAPs) within a cross-categorical special education classroom to investigate whether or not using LAPs would provide distinct information about the literacy development of two students identified with specific learning disabilities and one student identified with autism. It also investigated whether or not the information obtained from the LAPs would impact the teacher-investigator's instructional decision-making and whether or not using LAPs would influence parents' understanding of their child's progress and skills in the area of literacy development. The outcomes of this case study showed that student reading skills improved, their attitudes toward academic reading improved, there was an increased awareness of their reading/writing needs and behavior, and students self-evaluated their own progress while demonstrating increased confidence. The outcomes for parents showed that parents not only wanted to be involved in their children's progress, but that their expectations of what their children could achieve changed after the LAP process began. Parents also recognized changes in their children's motivation, self-awareness, and self-efficacy. Finally, this case study demonstrated that the outcomes after implementing LAPs in the classroom helped the teacher gain a deeper understanding of the students as learners, provided a better understanding of the importance of ongoing dialogue, and gave the teacher the opportunity to observe the power of reflection. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10