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ERIC Number: EJ1160659
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1937-6928
EISSN: N/A
Integrating Literacy and the Content Curriculum to Support Diverse Learners
Fenty, Nicole S.; Brydon, Melissa
Learning Disabilities: A Contemporary Journal, v15 n2 p225-238 2017
This study explored the impact of training special education teacher candidates to implement content literacy strategy instruction on the teacher candidates' feelings of self-efficacy, beliefs, and practice. The study also explored the impact of implementing content literacy interventions on the content knowledge of elementary age students with or at risk for learning disabilities in reading. Results indicated that teacher candidates believed that despite barriers such as time, content literacy instruction promotes student interest and engagement. Analysis of teacher candidates' lesson plans indicated a focus on integrating comprehension and vocabulary skills across content areas. Student content assessment data indicated overall increases in content knowledge based on average pre- and postassessment scores. Social validity data revealed that students believed the project increased their knowledge and interest in their respective content areas. A discussion surrounding implications for teacher education, limitations, and future research is also included.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A