Literaturnachweis - Detailanzeige
Autor/inn/en | Coyne, Michael D.; Koriakin, Taylor A. |
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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 |
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 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). |
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 | 2020/1/01 |