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ERIC Number: EJ1066229
Record Type: Journal
Publication Date: 2015-Apr
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1533-242X
Literacy, Language and Social Interaction in Special Schools
Reichenberg, Monica
Reading Matrix: An International Online Journal, v15 n1 p173-187 Apr 2015
The present study is a follow up study to a quantitative intervention study where two intervention programs, Reciprocal Teaching and Inference Training, were practiced. This study aims at capturing the potentials benefits and qualitative aspects of one of the programs evaluated, Reciprocal Teaching. More specifically, I have investigated the video recordings from the sessions included in the intervention program. Moreover, an analysis was made of transcriptions of talk, usage of strategies, and question types and distribution of learning opportunities. The study suggests that the findings challenge the common perception that reading comprehension is an impossibility for people defined as intellectually disabled.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A