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A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability
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Ahlgrim-Delzell, Lynn; Rivera, Christopher – Exceptionality, 2015
Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers…
Descriptors: Severe Intellectual Disability, Moderate Intellectual Disability, Comparative Analysis, Literacy Education
Educational Diagnosticians' Understanding of Phonological Awareness, Phonemic Awareness, and Reading Fluency
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Chappell, Julia C.; Stephens, Tammy L.; Kinnison, Lloyd; Pettigrew, Johnnie D. – Assessment for Effective Intervention, 2009
This article summarizes the results of a study involving 42 educational diagnosticians from North Texas. The study was conducted to determine diagnosticians' perceived understanding of early literacy development and their ability to effectively choose and interpret assessments of phonological awareness, phonemic awareness, and reading fluency. The…
Descriptors: Educational Diagnosis, Knowledge Level, Reading Fluency, Phonological Awareness
A Case Study of Literacy Instruction Delivered to Kindergarten Struggling Readers within the Response to Intervention Model in Three Classroom Settings
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Zelenka, Valerie Lynn – ProQuest LLC, 2010
A portion of the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), Response to Intervention (RtI), aims to prevent unnecessary student placement in special education. The intent of RtI is to provide all students with effective classroom instruction first and afford low-performing students with increasingly…
Descriptors: Feedback (Response), Literacy Education, Intervention, Student Placement
Peer-Assisted Learning Strategies: A "Tier 1" Approach to Promoting English Learners' Response to Intervention
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McMaster, Kristen L.; Kung, Shu-Hsuan; Han, Insoon; Cao, Marisa – Exceptional Children, 2008
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for English Learners (ELs). We compared 20 K-PALS ELs to 20 Control ELs and to 20 K-PALS non-ELs on early reading skill acquisition, using a pretest-posttest control group design with matched samples. We also compared proportions of ELs unresponsive…
Descriptors: Intervention, Early Reading, Learning Strategies, Phonemic Awareness
New Era: The Sacrifice of Individual Differences to the False Claim of "Scientifically Based Instruction"
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Cherkes-Julkowski, Miriam – Learning Disabilities: A Multidisciplinary Journal, 2003
By making the general curriculum the reference point for all considerations, The New Era proposals set forth by the President's Commission are devoid of all considerations of individual differences. Rather than tailoring IEP's to the particular learning characteristics of individual children, it is suggested that one kind of good, scientifically…
Descriptors: Individual Differences, Individualized Education Programs, Special Education, Foreign Countries