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The Effectiveness of Comprehensive Literacy Instruction for Students with Intellectual Disabilities

BY: Erin Stanley

Setting and Context

Research Problem

Literature Review

Early intervention school for children with autism

5 Research Articles

What are effective instructional strategies for teaching early reading skills to students with intellectual disabilities?

6 students

Emergent Stages of Literacy

Instructional Strategies

Kindergarten classroom

Comprehensive Literacy Programs

Phonemic Awareness

Concepts of Print

Vocabulary

Fluency

Comprehension

Oral Language

Word

Recognition

Letter Identification

Methodology

Data Tools

Reflection

Early Interventions in Reading

28 Weeks

3 Phases

DIBELS

Individual Skills Checklist

The action research process

The length of time it takes students with disabilities to acquire academic skills

How I will use action research in the future

Anecdotal Notes

References

Alber, S.M. (2010). A toolkit for action research. Lanham, MD: Rowan & Littlefield Publishers.

Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Champlin, T. M. (2010).

Comprehensive reading instructions for students with intellectual disabilities:

Findings from the first three years of a longitudinal study. Psychology in the

Schools, 47(5), 445-466.

Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010).

Teaching students with moderate intellectual disabilities to read: An experimental

examination of a comprehensive reading intervention. Education and Training in

Autism and Developmental Disabilities, 45(1), 3-22.

Browder, D. M., Ahlgrim-Delzell, L., Courtade, G., Gibbs, S. L., & Flowers, C. (2008).

Evaluation of the effectiveness of an early literacy program for students with

significant developmental disabilities. Exceptional Children, 75(1),

33-52.

Good, R. H., & Kaminski, R. A. (Eds.). (2007). Dynamic indicators of basic early

literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational

Achievement.

Kliewer, C. (2008). Joining the literacy flow: Fostering symbol and written language

learning in young children with significant developmental disabilities through the

four currents of literacy. Research & Practice with Severe Disabilities, 33(3),

103-121.

McMillan, J.H. (2012). Educational research: Fundamentals for the Consumer (6th ed.). Boston,

MA: Pearson.

No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).

Rafdal, B. H., McMaster, K. L., McConnell, S. R., Fuchs, D., & Fuchs, L. S. (2011). The

effectiveness of kindergarten peer-assisted learning strategies for students with

disabilities. Exceptional Children, 77(3), 299-316.

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