Implementing Comprehensive Literacy Instruction for Students with Severe Disabilities in General Education Classrooms

Autor/inn/en	Hunt, Pam; Kozleski, Elizabeth; Lee, Jaehoon; Mortier, Kathleen; Fleming, Danielle; Hicks, Tyler; Balasubramanian, Lakshmi; Leu, Grace; Bross, Leslie Ann; Munandar, Vidya; Dunlap, Kristin; Stepaniuk, Inna; Aramburo, Corrine; Oh, Youngha
Titel	Implementing Comprehensive Literacy Instruction for Students with Severe Disabilities in General Education Classrooms
Quelle	(2019), (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy Education; Reading Instruction; Students with Disabilities; Severe Disabilities; Regular and Special Education Relationship; Early Intervention; Instructional Effectiveness; Emergent Literacy; Individualized Education Programs; Reading Improvement; Elementary School Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Unterrichtserfolg; Frühleseunterricht; Individualized education program; Individualisierendes Lernen; Lernleistung; Schulerfolg
Abstract	The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction; while students in the "business-as-usual" control group received literacy instruction planned by special education teachers to address the students' IEP literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings. [This is the online version of an article published in "Exceptional Children."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06