Picture plus Discussion with Partners: Peer Centered Literacy Supports for Students with Significant Disabilities

Autor/inn/en	Shurr, Jordan; Kromer, Gabrielle
Titel	Picture plus Discussion with Partners: Peer Centered Literacy Supports for Students with Significant Disabilities
Quelle	In: International Journal of Developmental Disabilities, 64 (2018) 4-5, S.262-270 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shurr, Jordan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2017.1312060
Schlagwörter	Pictorial Stimuli; Discussion (Teaching Technique); Elementary School Students; Reading Materials; Reading Comprehension; Intervention; Peer Influence; Literacy Education; Intellectual Disability; Males; Program Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Fantasieanregung; Leseverstehen; Intellect; Disability; Disabilities; Verstand; Behinderung; Male; Männliches Geschlecht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Access to age-appropriate literature is often difficult for students with significant disabilities without sufficient support. The picture plus discussion (PPD) intervention is an emerging research-based strategy used to increase comprehension of age-appropriate unadapted texts read aloud. While peer supports have been successfully used to increase gains in both academics and social engagement, their use to support literacy comprehension is minimal. This study examines the PPD intervention with unadapted age-appropriate texts read to elementary students with significant disabilities alongside their general education peers. Results of two withdrawal single case designs indicated increases in comprehension from baseline with the intervention as well as changes in engagement when presented with peer partners. Implications of the findings in addition to future research topics were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01