10 Research-Based Tips for Enhancing Literacy Instruction for Students with Intellectual Disability
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| Title: | 10 Research-Based Tips for Enhancing Literacy Instruction for Students with Intellectual Disability |
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| Language: | English |
| Authors: | Lemons, Christopher J., Allor, Jill H., Al Otaiba, Stephanie, LeJeune, Lauren M. |
| Source: | TEACHING Exceptional Children. Sep-Oct 2016 49(1):18-30. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Office of Special Education Programs (ED/OSERS) |
| Contract Number: | R324A110162 R324A130102 R324A160132 H325D140073 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Literacy, Literacy Education, Intellectual Disability, Children, Adolescents, Reading Achievement, Reading Instruction, Individualized Education Programs, Reading Skills, Outcomes of Education, Functional Reading, Reading Improvement, Emergent Literacy, Elementary School Students |
| DOI: | 10.1177/0040059916662202 |
| ISSN: | 0040-0599 |
| Abstract: | In the past 2 decades, researchers (often working closely with parents, teachers, and other school staff members) have conducted studies that have substantially increased understanding how to effectively teach children and adolescents with intellectual disability (ID) to read. This research focus has been fueled by increased societal expectations for individuals with ID, advocacy efforts, and legislative priorities (e.g., strengthened accountability standards). Findings from this body of work indicate that children and adolescents with ID can obtain higher levels of reading achievement than previously anticipated (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, 2014). Provided is a Literacy Instruction and Support Planning tool, and 10 tips for enhancing literacy success are outlined. The hope is that IEP teams who consider the 10 tips will be more reflective and will plan more intensive and effective instruction, and will see increasingly positive student outcomes. |
| Abstractor: | ERIC |
| Number of References: | 38 |
| IES Funded: | Yes |
| Entry Date: | 2016 |
| Accession Number: | EJ1118428 |
| Database: | ERIC |
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| Abstract: | In the past 2 decades, researchers (often working closely with parents, teachers, and other school staff members) have conducted studies that have substantially increased understanding how to effectively teach children and adolescents with intellectual disability (ID) to read. This research focus has been fueled by increased societal expectations for individuals with ID, advocacy efforts, and legislative priorities (e.g., strengthened accountability standards). Findings from this body of work indicate that children and adolescents with ID can obtain higher levels of reading achievement than previously anticipated (Allor, Mathes, Roberts, Cheatham, & Al Otaiba, 2014). Provided is a Literacy Instruction and Support Planning tool, and 10 tips for enhancing literacy success are outlined. The hope is that IEP teams who consider the 10 tips will be more reflective and will plan more intensive and effective instruction, and will see increasingly positive student outcomes. |
|---|---|
| ISSN: | 0040-0599 |
| DOI: | 10.1177/0040059916662202 |
