What Do Beginning Special Educators Need to Know about Intensive Reading Interventions?

Autor/inn/en	Coyne, Michael D.; Koriakin, Taylor A.
Titel	What Do Beginning Special Educators Need to Know about Intensive Reading Interventions?
Quelle	In: TEACHING Exceptional Children, 49 (2017) 4, S.239-248 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916688648
Schlagwörter	Disabilities; Intervention; Reading Instruction; Teaching Methods; Decoding (Reading); Vocabulary Development; Skill Development; Reading Strategies; Instructional Design; Elementary Education; Reading Comprehension; Educational Resources; Reading Skills + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Wortschatzarbeit; Kompetenzentwicklung; Qualifikationsentwicklung; Reading strategy; Leselernstufe; Lesetechnik; Lesson concept; Lessonplan; Unterrichtsentwurf; Elementarunterricht; Leseverstehen; Bildungsmittel; Reading skill; Lesefertigkeit
Abstract	Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction. In addition to focusing on the content of instruction, the authors also encourage teachers to consider how skills and strategies are presented to students using principles of effective instructional design and delivery. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01