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ERIC Number: EJ1226672
Record Type: Journal
Publication Date: 2019-Sep
Pages: 6
Abstractor: ERIC
ISSN: ISSN-1540-7969
Implementing Comprehensive Early Literacy Instruction in General Education Classrooms: A Response to Toews and Kurth's Call to Action
Hunt, Pam
Research and Practice for Persons with Severe Disabilities, v44 n3 p147-152 Sep 2019
Toews and Kurth [see EJ1226669] provide convincing arguments to support their call to action. Their appeal is for research addressing "comprehensive literacy instruction for students" with extensive support needs that is implemented in general education classrooms. To date, there are no studies addressing this need. We do have an emerging body of research evaluating the effectiveness of multi-component early literacy interventions designed for this population of students (e.g., Allor, Mathes, Roberts, Jones, & Champlin, 2010; Bradford, Shippen, Alberto, Houchins, & Flores, 2006; Browder, Ahlgrim-Delzell, Flowers, & Baker, 2012; Lemons, Mrachko, Kostewicz, & Paterra, 2012; Whalon, Otaiba, & Delano, 2009). However, as Toews and Kurth (2019) point out, these studies were conducted in separate settings. We also have a group of literacy studies that were implemented in general education settings (e.g., Collins, Evans, Creech-Galloway, Karl, & Miller, 2007; Hudson & Browder, 2014; Ruppar, Afracan, Yang, & Pickett, 2017). However, this research is limited to investigations of components of literacy instruction, rather than comprehensive courses of instruction that address the literacy skill areas identified by the National Reading Panel (NRP) Report (National Institute of Child Health and Human Development [NICHD], 2000) as building blocks for beginning reading--phonological awareness, phonics, comprehension, vocabulary, and fluency. I propose that through the unification of these separately developing lines of research, we can accomplish the desired outcome of Toews and Kurth's (2019) call to action. To that end, investigations incorporating both comprehensive, research-based literacy instruction "and" inclusive instructional contexts could be designed as replication-extension studies (Bonett, 2012; Coyne, Cook, & Therrien, 2016; Doabler et al., 2016). These conceptual replication studies would give researchers the freedom to explore various inclusive contextual models for implementing comprehensive early literacy instruction while maintaining intervention fidelity.
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Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A