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Book part
Publication date: 2 January 2013

Lisa V. McCulley, Sarah Katz and Sharon Vaughn

Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction…

Abstract

Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction. Because reading is fundamental to competency of all future endeavors, reading interventions have been the focus of considerable public and professional attention. Intensive interventions that reflect students’ cognitive processing challenges, address the need for feedback, and take into consideration the learning environment have been associated with improved student learning outcomes.

While elementary and secondary struggling readers differ, the targeted reading skills are the same. At all levels, fundamental skills such as phonemic awareness, fluency, vocabulary knowledge, and comprehension are crucial to reading success. At the elementary level, phonemic awareness and the alphabetic principle are best taught through direct and explicit instruction; vocabulary instruction emphasizes word recognition. Fluency problems can be addressed through such activities as repeated or timed readings.

As students progress to the secondary levels, vocabulary demands become increasingly related to content acquisition, and a combination of generative and non-generative approaches to vocabulary instruction is recommended. At the secondary level, fluency practice is best coupled with comprehension instruction, which can include the explicit teaching of strategies and opportunities for students to work collaboratively. While there are no simple solutions to the challenges experienced by struggling learners, appropriate, differentiated, and intensive interventions can increase the likelihood of improved learning outcomes for these students.

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 22 May 2013

Lisa V. McCulley, Colby Hall and Sharon Vaughn

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a…

Abstract

Purpose – To provide educators an overview of instructional practices in reading that are associated with improved learning outcomes with students K-8 who have a mild-to-moderate learning disability.Design/methodology/approach – The chapter provides a conceptual framework to view the process of reading, discusses foundational reading skills necessary to master word reading, presents two approaches to teaching comprehension, and highlights ways to effectively teach vocabulary.Findings – The content of this chapter presents empirical evidence as well as specific examples for clinical practice.Research limitations/implications – This chapter highlights key practices that have been extensively researched and found to be associated with improved learning outcomes for all students, including those with learning disabilities (LD).Practical implications – The chapter offers a wealth of information to help educators more effectively provide reading instruction for struggling readers K-8.Originality/value of chapter – The information compiled in this chapter will help teachers impact learning and reading outcomes for all of their students, particularly those who have a mild-to-moderate LD.

Details

School-Based Interventions for Struggling Readers, K-8
Type: Book
ISBN: 978-1-78190-696-5

Keywords

Book part
Publication date: 7 January 2019

Christy R. Austin and Sharon Vaughn

A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data…

Abstract

A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate that many students with and at-risk for reading disabilities require more intensive reading interventions. This chapter utilizes the theoretical model of the Simple View of Reading to describe the benefit of early reading instruction, targeting both word reading and word meaning. In addition, evidence is presented supporting the use of word meaning instruction to improve accurate and efficient word reading for students who have failed to respond to explicit decoding instruction.

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Keywords

Book part
Publication date: 2 January 2013

Amy Eppolito, Cristin Jensen Lasser and Janette Klingner

In this chapter we discuss the essential components of special education for ELLs with learning disabilities. We focus on the importance of culturally responsive teachers…

Abstract

In this chapter we discuss the essential components of special education for ELLs with learning disabilities. We focus on the importance of culturally responsive teachers implementing culturally and linguistically relevant instruction in all settings. Within this framework we emphasize the need for ELLs with LD to have a supportive classroom environment and essential English language instruction. The general education classroom can be a supportive environment for ELLs with LD by utilizing sheltered instruction techniques, specific accommodations and modifications, and reading comprehension instruction. We also consider how to support ELLs within the framework for common core curriculum standards, and finally we highlight some intensive interventions for ELLs with LD.

Details

Learning Disabilities: Identification, Assessment, and Instruction of Students with LD
Type: Book
ISBN: 978-1-78190-426-8

Article
Publication date: 1 March 2016

Paul J. Yoder, Amanda Kibler and Stephanie van Hover

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies…

Abstract

Using the systematic search and coding procedures of a meta-synthesis, this paper reviews the extant literature on English language learners (ELLs) in the social studies classroom. The 15 studies making up the corpus adhere to both topical and methodological criteria. The Language-Content-Task (LCT) Framework informed the coding and analysis of the results. Discussion of the findings provides three primary implications: (1) the need for linguistically and culturally responsive instruction for ELLs in social studies classes, (2) the need for increased training for inservice and preservice social studies teachers in preparation for teaching ELLs, and (3) the need for future research among ELLs in the social studies context.

Book part
Publication date: 7 January 2019

Abstract

Details

Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

Book part
Publication date: 2 January 2013

Abstract

Details

Learning Disabilities: Practice Concerns And Students With LD
Type: Book
ISBN: 978-1-78190-428-2

Book part
Publication date: 22 May 2013

Abstract

Details

School-Based Interventions for Struggling Readers, K-8
Type: Book
ISBN: 978-1-78190-696-5

Abstract

Details

Review of Marketing Research
Type: Book
ISBN: 978-0-85724-728-5

Book part
Publication date: 12 April 2014

Sharon Koppman

This chapter proposes and tests a novel relationship between early participation in competitive activities, “competition socialization,” and the attainment of a managerial…

Abstract

Purpose

This chapter proposes and tests a novel relationship between early participation in competitive activities, “competition socialization,” and the attainment of a managerial position in adulthood. Building on extensive qualitative research, I argue that an early emphasis on “winning” becomes internalized as a desire for the extrinsic rewards that in some ways characterize managerial positions.

Methodology

I test this hypothesis on survey data collected from professionals (N = 334) employed in a probability sample of U.S. advertising agencies, using binomial logistic regression.

Finding

For individuals under forty, competition socialization increases the likelihood of working in a managerial position. However, this effect does not hold for older professionals, for whom graduate education is a better predictor of managerial attainment.

Value of the chapter

To my knowledge, this is the first chapter to test of the effect of youth participation in organized activities on adulthood outcomes. By drawing attention to the influence of competitive socialization on managerial attainment, I highlight the need to incorporate informal socialization into our models of occupational attainment.

Details

Adolescent Experiences and Adult Work Outcomes: Connections and Causes
Type: Book
ISBN: 978-1-78350-572-2

Keywords

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