Literacy Instruction for Students with Developmental Disabilities:
What Do We Know and How Do We Put it into Practice?
note: The resources and references are below and are the same for Part One and Part Two of this blog. They are listed on both blogs for your convenience.
RESOURCES
•Become a FREE member to download 17 eReaders and sample games. https://www.friendsontheblock.com/digital-plans
•The IES Foundations Practice Guide is available on the IES website at http://whatworks.ed.gov.
•More information about Dialogic Reading at Reading Rockets https://www.readingrockets.org/article/dialogic-reading-effective-way-read-aloud-young-children
•More information about Literacy for Students with Intellectual and Developmental Disabilities
Allor, J. H. (January, 2021). Teaching students with intellectual and developmental disabilities to read: Is it really any different than teaching other students to read? Center for Research on the Challenges of Acquiring Language and Literacy Distinguished Lecture Series. Georgia State University.
REFERENCES
•Allor, J. H., Gifford, D. B., Al Otaiba, S., Miller, S. J., & Cheatham, J. P. (2013). Teaching students with intellectual disability to integrate reading skills: Effects of Text and Text-Based Lessons. Remedial and Special Education.
•Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., & Cheatham, J. P. (2018). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal for Intellectual and Developmental Disabilities, 123, 474-494. doi:10.1352/1944-7558-123.5.474 [single-case design with 8 students]
•Allor, J. H., Mathes, P., Roberts, K., Cheatham, J. P., & Al Otaiba, S. (2014). Is scientifically-based reading instruction effective for students with Below-Average IQs? Exceptional Children, 80, 289-308.
•Allor, J. H., Yovanoff, P., Al Otaiba, S., Ortiz, M. B., & Conner, C. (2020). Evidence for a literacy intervention for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 55, 290-302. [synthesis of data from all 18 students who participated]
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