Intensive Reading Instruction For Learners With Developmental Disabilities.
It is common for many students with developmental disabilities to demonstrate characteristics of emergent readers beyond kindergarten and first grade, even if they are members of classes that offer many rich literacy opportunities. This article proposes a lesson frame for intensive reading instructi...
| Publicado en: | Reading Teacher Vol. 65; no. 1; pp. 35 - 46 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Sep2011
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=73908383&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 73908383 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep2011 vid: 65 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 73908383 10.1598/RT.65.1.5 ppf: 35 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.4MB tig: atl: Intensive Reading Instruction For Learners With Developmental Disabilities. aug: au: Schnorr, Roberta F. affil: Professor of special education at the State University of New York at Oswego, USA su: Education of children with developmental disabilities Reading (Elementary) Emergent literacy Teaching methods Oral reading Teachers of children with disabilities Independent reading sug: subj: Education of children with developmental disabilities Reading (Elementary) Emergent literacy Teaching methods Oral reading Teachers of children with disabilities Independent reading ab: It is common for many students with developmental disabilities to demonstrate characteristics of emergent readers beyond kindergarten and first grade, even if they are members of classes that offer many rich literacy opportunities. This article proposes a lesson frame for intensive reading instruction for students with developmental disabilities who may be long-term emergent readers. Structured shared reading offers a way for teachers to provide systematic instruction that allows students to experience success as readers while developing a strong foundation of critical behaviors and skills for independent reading. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
|---|