Implementing Comprehensive Early Literacy Instruction in General Education Classrooms: A Response to Toews and Kurth’s Call to Action

Hunt, Pam

doi:10.1177/1540796919862874

Cited by 2 publications

References 20 publications

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Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

Hunt

Kozleski

Lee

et al. 2019

Exceptional Children

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The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the “business-as-usual” control group received literacy instruction planned by special education teachers to address the students’ individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings.

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Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

Hunt

Kozleski

Lee

et al. 2019

Exceptional Children

Self Cite

View full text Add to dashboard Cite

show abstract

Early Literacy Intervention Program

Peixoto,

Alegria,

Pestana

2023

Closing the Educational Achievement Gap for Students With Learning Disabilities

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A child's early literacy experiences have a long-term impact on reading and writing ability and academic success. Children with more and diverse literacy experiences are at a clear advantage to do better in school. Given that socioeconomic adversity is negatively correlated with children's language development, rich literacy experiences become even more relevant in this population. Children who enter primary school with fewer emergent literacy skills often continue to struggle to achieve academic success and are more likely to be unemployed as adults, hence the need to act from a prevention perspective by universally promoting these skills in preschool children is fundamental. The authors present as an intervention proposal, an emergent literacy program especially targeted to socially disadvantaged pre-school age children. In this program, mediated through storytelling, several emergent literacy skills will be worked on, namely vocabulary, conventions about print, narrative structure, phonological awareness, the child's concept as a reader, and motivation for writing.

show abstract

Implementing Comprehensive Early Literacy Instruction in General Education Classrooms: A Response to Toews and Kurth’s Call to Action

Cited by 2 publications

References 20 publications

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

Early Literacy Intervention Program

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