Conversation Analysis of Shared Reading with Students Who Have Significant Support Needs

Autor/inn/en	Quick, Nancy; Hatch, Penelope; Erickson, Karen
Titel	Conversation Analysis of Shared Reading with Students Who Have Significant Support Needs
Quelle	In: Journal of the American Academy of Special Education Professionals, (2023), S.127-146 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Strategies; Interaction; Student Needs; Teacher Student Relationship; Students with Disabilities; Self Contained Classrooms; Intellectual Disability; Multiple Disabilities; Secondary School Teachers; Secondary School Students; Teacher Role; Student Role; Reading Instruction + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Multiple disability; Mehrfachbehinderung; Sekundarschüler; Lehrerrolle; Leseunterricht
Abstract	Shared reading focuses on the interaction between an adult and one or more children as they experience a book together. While research has documented classroom shared reading practices among students with diverse characteristics, few have focused on students with significant support needs. Using a conversation-analytic approach, this study sought to describe the teacher strategies that scaffolded successful interactions during shared reading in two self-contained classrooms serving students with significant support needs. Instances of teachers maximizing student participation, promoting connections with the text, maximizing multiple turn interactions, and encouraging students to take the lead were analyzed. Subsequent conversation analysis revealed that a variety of strategies supported students with significant support needs in interactions during shared reading, such as asking open ended questions, commenting, repeating and expanding student comments, modeling text-to-self connections, and providing think time. The implications for applying such strategies during shared reading with students with significant support needs are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01