A Revised Embedded Planning Tool for Intensive Reading Instruction

Autor/inn/en	Wei, Yan; Lombardi, Allison; Simonsen, Brandi; Coyne, Michael; Faggella-Luby, Michael; Freeman, Jennifer; Kearns, Devin
Titel	A Revised Embedded Planning Tool for Intensive Reading Instruction
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 22 (2017) 2, S.50-63 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
DOI	10.18666/LDMJ-2017-V22-I2-8274
Schlagwörter	Reading Instruction; Instructional Development; Lesson Plans; Feedback (Response); Evaluation Methods; Evidence Based Practice; Research Design; Special Education Teachers; Self Contained Classrooms; Check Lists; Questionnaires; Likert Scales; Intervention; Teaching Methods; Secondary School Students; Observation; Connecticut + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching improvement; Unterrichtsentwicklung; Lesson planning; Unterrichtsplanung; Forschungsdesign; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Checkliste; Fragebogen; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Beobachtung
Abstract	A single-subject AB multiple-baseline design across participants was utilized to investigate the effectiveness of the Revised Tier Three Instructional Planning (T-TIP) tool on teacher lesson planning, with a focus on corrective and elaborative feedback within intensive literacy instructional settings in secondary schools. Findings revealed that the Revised T-TIP demonstrated promising social validity for teacher lesson planning in intensive settings, however, functional relation for the intervention was not markedly concluded from the visual analysis. The impact of the Revised T-TIP on the frequency and sustainability of evidence-based reading instruction and teaching behaviors are discussed along with recommendations for future research and practice in teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01