A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability

Autor/inn/en	Ahlgrim-Delzell, Lynn; Rivera, Christopher
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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