Guidelines for Adapting Content Area Textbooks

Schumm, Jeanne Shay; Strickler, Kelly

doi:10.1177/105345129102700204

Cited by 14 publications

(9 citation statements)

References 12 publications

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“…First, to investigate students' preference for textbook adaptations and perceptions of teachers' use of adaptations across two grade groupings: middle school and high school. For purposes of this investigation, textbook adaptation was broadly defined as any instructional accommodation used to facilitate reading of textbook material (for review, see Schumm & Strickler, 1991). This includes actual changes to the textbook (e.g., abridging textbook content), teaching strategies (e.g., preteaching vocabulary), learning strategies that promote independence in textbook reading (e.g., SQ3R), and grouping practices (e.g., student pairing).…”

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confidence: 99%

“…The list of adaptations for TAEI (the teacher instrument) was derived from two sources: (a) an extensive review of literature and (b) transcripts of a series of focus group interviews with teachers. Our literature search included articles pertaining to textbook adaptations, as well as content area reading textbooks and reading methods compendiums (Schumm & Strickler, 1991). The focus group interviews were conducted because it was our contention that a list of adaptations should be buttressed with practices teachers actually use and students are likely to encounter.…”

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confidence: 99%

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What Teachers do when the Textbook is Tough: Students Speak Out

Schumm

Vaughn

Saumell

1992

Journal of Reading Behavior

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The primary purpose of this study was to examine middle and high school students' views of instructional practices teachers may use to facilitate reading of difficult textbooks. One thousand eight hundred nineteen students (776 middle school and 1,043 high school) completed the Student Textbook Adaptation Evaluation Instrument (STAEI). The STAEI consists of a list of 33 textbook adaptations for students to rate in terms of their preference and perceptions of teacher use of the adaptations. A secondary purpose of the study was to compare lower and higher achieving students' responses on the STAEI. To address this purpose, a subset of the initial cohort of students (120 lower achieving and 120 higher achieving) was selected. Results indicate a difference between students' perceptions of the desirability of textbook adaptations (high) and their perceptions of the frequency of use of these adaptations in the classroom (low). Students do not feel they are being exposed to the types of instructional adaptations they need. This is particularly true among high school students and higher achieving students. Discussion focuses on the disparity between student preferences and prevailing practices in secondary school classrooms, as well as the role of students' perceptions in teacher decision making.

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confidence: 99%

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What Teachers do when the Textbook is Tough: Students Speak Out

Schumm

Vaughn

Saumell

1992

Journal of Reading Behavior

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“…One solution has been to modify the textbooks. Some textbook publishers have begun to insert various organizers such as semantic maps, webs, and matrices (Schumm & Stickler, 1993). Others have suggested inserting questions into the text (Kinder, 1992) and restructuring text organization (Barba, Pang, & Santa Cruz, 1993;Hartman & Dyer, 1992;Konopak, 1988).…”

Section: Text-based Learning and Adolescent Literacymentioning

confidence: 98%

Reading and Writing in Co-Taught Secondary School Social Studies Classrooms: A Reality Check

Zigmond

2006

Reading & Writing Quarterly

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“…Performance levels below 50% accuracy on these tasks indicate frustration reading levels. Content-area reading inventories may also be used to check the match between students' reading levels and textbook passages (Readence et al, 1998;Schumm & Stickler, 1991 ).…”

Section: Textual Transparencymentioning

confidence: 99%

Meaningful Assessment of Content-Area Literacy for Youth with and without Disabilities

Troia

2006

Assessment for Effective Intervention

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This article discusses methods for evaluating students' content-area literacy skills. Four specific factors that affect content-area literacy are described: vocabulary knowledge, topic knowledge, text structure knowledge, and textbook readability, along with methods of evaluating each of the factors. Most of these methods have not yet been empirically tested to determine how reliable and valid they are for assessment purposes. Teachers of students with and without disabilities, therefore, are encouraged to interpret the results of these methods cautiously and to use a combination of techniques for triangulation on students' content area literacy skills.

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Guidelines for Adapting Content Area Textbooks

Abstract: Textbook adaptations are often necessary in working with mainstreamed special education students

Cited by 14 publications

References 12 publications

What Teachers do when the Textbook is Tough: Students Speak Out

What Teachers do when the Textbook is Tough: Students Speak Out

Reading and Writing in Co-Taught Secondary School Social Studies Classrooms: A Reality Check

Meaningful Assessment of Content-Area Literacy for Youth with and without Disabilities

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