Assessment and Collaboration in School and Child Care Settings

Burch, Andrea; Evangelista, Nancy J.

doi:10.1007/978-1-4939-6349-2_7

Cited by 1 publication

(1 citation statement)

References 42 publications

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“…The quality of classroom literacy environments has been explored across a variety of contexts including early childhood centres and primary school classrooms (e.g. see Burch & Evangelista, 2016), as well as in mainstream and inclusive settings. In response to the identified importance of the classroom literacy environment to support literacy instruction, a number of tools have been developed such as the Early Language and Literacy Classroom Observation (ELLCO) Pre-K tool (Smith et al, 2008); the Classroom Literacy Environmental Profile (Wolfersberger et al, 2004); and the Teacher Interaction and Language Rating Scale (Girolametto et al, 2000).…”

Section: The Classroom Literacy Environmentmentioning

confidence: 99%

Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms

Walker

Clendon

Paynter

et al. 2022

Australian Journal of Education

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There is increasing awareness of the high levels of support needed for literacy learning for children on the autism spectrum. Although research has investigated the quality of the classroom literacy environment, little attention has been paid to examining the classroom literacy environment in specialist classrooms catering specifically for children on the spectrum. The current study used the Early Language and Literacy Classroom Observation (ELLCO) to guide observations, combined with stimulated recall and semi-structured teacher interviews to explore the classroom environments and teacher practices used to support children on the spectrum. Ten teachers from two primary specialist schools participated. The findings highlighted the strong focus on language development and foundational literacy skills across the early years in both schools. Findings demonstrated the potential utility of an observation checklist such as the ELLCO in guiding observations when augmented by stimulated recall interviews. Suggestions are provided for assessing the literacy environment in specialist classrooms for children on the spectrum.

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