NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1079162
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-0936-2835
A Content Comparison of Literacy Lessons from 2004 and 2010 for Students with Moderate and Severe Intellectual Disability
Ahlgrim-Delzell, Lynn; Rivera, Christopher
Exceptionality, v23 n4 p258-269 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 who participated in literacy research using secondary data analysis of instructional videos from 2004 to 2010. Results from the study suggest that teachers in 2004 focused on fewer components of reading that did not include phonemic awareness or phonics than teachers in 2010. Other changes in instruction included use of systematic instruction, grade-appropriate materials, and structure of literacy lessons.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001