Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT)

Autor/inn/en	Drew, Sally Valentino; Thomas, Jeffrey
Titel	Reframing Literacy in the Discipline of Science with the Disciplinary Literacy Observation Tool (DLOT)
Quelle	In: Learning Disabilities Research & Practice, 37 (2022) 1, S.64-79 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drew, Sally Valentino) ORCID (Thomas, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/ldrp.12270
Schlagwörter	Science Education; Secondary School Science; Scientific Literacy; Special Education; Special Education Teachers; Science Instruction; Faculty Development; Grouping (Instructional Purposes); Learner Engagement; Educational Quality; Teacher Collaboration; Learning Disabilities; Students with Disabilities; Common Core State Standards; Measures (Individuals); Observation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grouping; Gruppenbildung; Quality of education; Bildungsqualität; Lehrerkooperation; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Common core curriculum; Curriculum; Kerncurriculum; Messdaten; Beobachtung
Abstract	This article explains how teams of special educators, science teachers, literacy consultants, and administrators can use the Disciplinary Literacy Observation Tool (DLOT) and accompanying planning tool to improve disciplinary literacy instruction in inclusive secondary science classrooms. The DLOT was developed in partnership with practitioners as a tool for professional development and coaching. First, the tool's development and five dimensions are described: (a) aspects of disciplinary literacy in science, (b) instructional grouping, (c) student engagement, (d) quality of pedagogy, and (e) overall quality. Then, an illustration is provided for how special educators can collaborate with science educators and other colleagues to use the DLOT to identify, document, reflect upon, and set goals regarding disciplinary literacy instruction in science in ways that benefit students with learning disabilities. With the DLOT, practitioners can approach literacy integration in science to address both general and discipline-specific strategies aligned synergistically to Common Core State Standards and Next Generation Science Standards through three-dimensional science learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01