Access to General Education Curriculum

Coulter, Gail; Lambert, Michael Charles

doi:10.1177/0731948715580438

Cited by 9 publications

(2 citation statements)

References 30 publications

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“…Hence, the supposed instructional need is based on a one-dimensional category. A difference can be made between studies based on a fixed category such as a learning disorder and studies that do not regard the instructional needs as being a fixed category [50][51][52]. In this case, preteaching is used to monitor the learning progress of a specific target group.…”

Section: The Use Of Preteaching As a Differentiated Instructional Strmentioning

confidence: 99%

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Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Smets

Struyven

2018

Education Sciences

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This literature review focuses on achieving educational equity through catering for differences in students' instructional needs. In heterogeneous classes the need for tailored direct teacher instruction is dependent upon students' instructional needs. Realist review methodology is used to study how instructional strategies can add to catering for students' different needs. The focus lies on two proactive strategies in which teachers cater for these differences, namely preteaching and extended instruction. The aim of this realist review is to verify how preteaching and extended instruction may contribute to catering for students' different instructional needs. It is noticed that the complexity of differentiated teaching is not always reflected in studies on preteaching and extended instruction. The focus of many studies lies in measuring learning progress in a linear and fixed way for a selected group of students which is not aligned with theory on differentiated instruction which suggests cyclical teaching processes. To respond to students' needs ongoing monitoring of cognitive and affective indicators of learning is needed. Implications for theory and practice are discussed.

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Section: The Use Of Preteaching As a Differentiated Instructional Strmentioning

confidence: 99%

“…Four studies on vocabulary use multiprobe baseline designs [50][51][52]54]. In each of these cases, focus rests on a limited number of students that receive a differentiated program based on a particular student characteristic such as reading difficulties or behavioral disorder.…”

Section: The Use Of Preteaching As a Differentiated Instructional Strmentioning

confidence: 99%

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Smets

Struyven

2018

Education Sciences

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Defining and assessing immediacy in single‐case experimental designs

Manolov

Onghena

2022

J Exper Analysis Behavior

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Immediacy is one of six data aspects (alongside level, trend, variability, overlap, and consistency) that has to be accounted for when visually analyzing single‐case data. Given that it is one of the aspects that has received considerably less attention than other data aspects, the current text offers a review of the proposed conceptual definitions of immediacy (i.e., what it refers to) and also of the suggested operational definitions (i.e., how exactly is it assessed and/or quantified). Provided that a variety of conceptual and operational definitions is identified, we propose following a sensitivity analysis using a randomization test for assessing immediate effects in single‐case experimental designs, by identifying when changes were most clear. In such a sensitivity analysis, the immediate effects are tested for multiple possible intervention points and for different possible operational definitions. Robust immediate effects can be detected if the results for the different operational definitions converge.

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Enhancing student access to science curricula through a reading intervention

Saqui

Mercer

Cheng

2019

Psychology in the Schools

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The current study explored whether a reading intervention combining flexibly applied multisyllabic word-decoding strategies with evidence-based fluency strategies was effective in improving the science text reading skills of upper-elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A delayed multiple baseline design was utilized, with a staggered 3-week baseline followed by 8 weeks of reading intervention. Three students demonstrated small to moderate gains in reading fluency on science instructional passages, but no generalized gains in reading fluency on standardized passages. All students demonstrated direct gains in multisyllabic word-decoding accuracy on science instructional passages, but no generalized gains in decoding accuracy on standardized passages. Participating students rated the intervention favorably and perceived gains in their reading skills. These findings support the use of science curricular passages when implementing reading interventions to enhance students' ability to access the curriculum.

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Access to General Education Curriculum

Cited by 9 publications

References 30 publications

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Realist Review of Literature on Catering for Different Instructional Needs with Preteaching and Extended Instruction

Defining and assessing immediacy in single‐case experimental designs

Enhancing student access to science curricula through a reading intervention

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