Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs

Autor/inn/en	Toews, Samantha Gross; McQueston, Jessica; Kurth, Jennifer A.
Titel	Evaluation of the Evidence Base for Shared Reading to Support Literacy Skill Development for Students with Extensive Support Needs
Quelle	In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 2, S.77-93 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Toews, Samantha Gross) ORCID (Kurth, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/15407969211008531
Schlagwörter	Reading Instruction; Reading Strategies; Literacy Education; Special Needs Students; Evidence Based Practice; Students with Disabilities; Reading Research; Skill Development; Reading Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseforschung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This systematic literature review updates and extends the findings of Hudson and Test's 2011 review of literature on shared reading, an interactive read-aloud practice, to promote literacy skills for students with extensive support needs (ESN). Thirty-two shared reading studies are assessed and described in terms of literacy skills investigated, intervention methods, materials used, interventionists, and settings in which shared reading has been evaluated for students with ESN. The quality of each included study was analyzed and the assessment of level of research evidence was conducted using systematic processes. Results indicate that there is a moderate level of evidence for shared reading as an intervention to promote comprehension, vocabulary, and emergent literacy skills for students with ESN. Implications for practice and areas of need for future research are presented. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01