Literacy Instruction for All Students Within General Education Settings

Copeland, Susan R.; Keefe, Elizabeth B.

doi:10.1177/1540796919866011

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…Le programme CAPS-I devrait donc insister davantage sur l'appropriation d'autres composantes ou stratégies de lecture (p. ex., décodage, fluidité, vocabulaire, compréhension) afin de permettre aux élèves ayant une DI d'atteindre un plus haut niveau de lecture (Copeland et Keefe, 2007). Par ailleurs, le programme CAPS-I mentionne peu ou pas les stratégies de plus haut niveau en lecture, telles que les anaphores, les inférences et les stratégies métacognitives; celles-ci sont essentielles pour bien lire un texte et le comprendre (Alussaif, 2020;Lundberg et Reichenberg, 2013).…”

Section: Résuméunclassified

Croyances à propos de l’enseignement des compétences en littératie auprès d’élèves ayant une déficience intellectuelle : recension des écrits scientifiques

Jolicoeur,

Moreau,

Tremblay

et al. 2023

RHÉ

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Dans les dernières années, des efforts ont été mis en place afin de favoriser l'accès à la littératie pour les élèves ayant une déficience intellectuelle (DI) (Allor et al., 2014; Sermier-Dessemontet, 2020). Cet article présente une recension d'articles abordant les croyances de futurs enseignants, d'enseignants et d'autres acteurs scolaires au sujet de l'enseignement des compétences en littératie auprès d'élèves ayant une DI. Considérant les variations des études documentées (n=7), la discussion porte sur les résultats différenciés des articles analysés. Les différents acteurs scolaires ne croient pas être suffisamment formés pour développer les compétences en littératie des élèves ayant une DI.

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Section: Résuméunclassified

Croyances à propos de l’enseignement des compétences en littératie auprès d’élèves ayant une déficience intellectuelle : recension des écrits scientifiques

Jolicoeur,

Moreau,

Tremblay

et al. 2023

RHÉ

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“…Flewitt et al (2009) argue that if becoming literate is purely based on the technical acquisition of skills in a linear progression, CEN students are not included in literacy instruction of their peers, due to their perceived lack of cognitive ability. These narrow approaches have prevented CEN students from receiving explicit instruction in the multiple areas of literacy (Copeland & Keefe, 2019). A broader view is that literacy is a "development of shared meaning through diverse symbols in a social context" (Flewitt et al, 2009, p. 213).…”

Section: What To Teach and Where To Teachmentioning

confidence: 99%

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mentioning

confidence: 99%

“…However, not all students have equitable access to rich literacy instruction (Kliewer et al, 2006). Research in the field indicates that students with complex educational needs are still denied access and taught differently or separately from their class (Copeland & Keefe, 2019;Kearney, 2009). The central focus of this inquiry was to explore and understand the barriers to literacy for some students with a particular focus on the Learning Support Coordinator's (LSC) role in supporting teachers to include all students in their literacy lessons.…”

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confidence: 99%

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The learning support coordinator’s role in supporting inclusive literacy practice

Howell

2022

Kairaranga

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Literacy is one of the most important life skills. Being able to read and write effectively enhances our participation in learning, personal development and employment (Clendon & Erickson, 2009; Copeland & Keefe, 2019). Literacy instruction is the cornerstone of teaching in New Zealand primary schools. However, not all students have equitable access to rich literacy instruction (Kliewer et al., 2006). Research in the field indicates that students with complex educational needs are still denied access and taught differently or separately from their class (Copeland & Keefe, 2019; Kearney, 2009). The central focus of this inquiry was to explore and understand the barriers to literacy for some students with a particular focus on the Learning Support Coordinator’s (LSC) role in supporting teachers to include all students in their literacy lessons. The key findings in this inquiry were that teachers have little evidence-based information in inclusive literacy practices to draw from (Ruppar et al., 2017), and that teacher attitudes, knowledge, time, and experience in inclusive practice impact on the accessibility of literacy for all. This inquiry looked at how the LSC has the potential to reduce the barriers teachers face and increase the potential for inclusion in comprehensive literacy instruction.

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“…Those who are literate benefit from increased access to education, employment [1], social interaction [2], mainstream technologies, and a wide range of information resources [3].…”

Section: Introductionmentioning

confidence: 99%

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

Ulriksen,

Bilet-Mossige,

Moreira

et al. 2023

Preprint

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Background: Literacy is one of the most important skills students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers, lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC, and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills. Methodology: 40 non verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months, and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Leaning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention. Discussion: The reading material “Lesing for alle” (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading component such as sound blending, letter sound correspondence, phoneme segmentation, shared reading, recognition of sight words and decoding. The strategies and methods in use is build on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of they who use AAC specially outside of USA. More research is needed to understand how programs designed to improve reading skills across other settings, understand the program's long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers. Trial registration NCT05709405. Registered 23 January 2023,

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Literacy Instruction for All Students Within General Education Settings

Cited by 6 publications

References 8 publications

Croyances à propos de l’enseignement des compétences en littératie auprès d’élèves ayant une déficience intellectuelle : recension des écrits scientifiques

Croyances à propos de l’enseignement des compétences en littératie auprès d’élèves ayant une déficience intellectuelle : recension des écrits scientifiques

The learning support coordinator’s role in supporting inclusive literacy practice

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

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