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

Zigmond, Naomi

doi:10.1080/10573560500455711

Cited by 32 publications

(25 citation statements)

References 13 publications

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“…However, the purpose of special education is to provide individualized instruction to help mitigate the impact of a specific disability given a task or set of demands (Kauffman & Hallahan, 2005), and implies that practices will be grounded in evidence (Zigmond, 2006). To our first point and question, UDL is somewhat paradoxical within the field of special education.…”

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confidence: 99%

Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD

Kennedy

Thomas

Meyer

et al. 2013

Learning Disability Quarterly

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Universal Design for Learning (UDL) is a framework that is commonly used for guiding the construction and delivery of instruction intended to support all students. In this study, we used a related model to guide creation of a multimedia-based instructional tool called content acquisition podcasts (CAPs). CAPs delivered vocabulary instruction during two concurrent social studies units to 32 SWD and 109 students without disabilities. We created CAPs using a combination of evidence-based practices for vocabulary instruction, UDL, and Mayer’s instructional design principles. High school students with and without learning disabilities completed weekly curriculum-based measurement (CBM) probes (vocabulary matching) over an 8-week period along with two corresponding posttests. Students were nested within sections of world history and randomly assigned to alternating treatments (CAPs and business as usual) that were administered sequentially to each group. Results revealed that students with and without disabilities made significant growth on CBMs and scored significantly higher on the posttests when taught using CAPs.

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confidence: 99%

Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD

Kennedy

Thomas

Meyer

et al. 2013

Learning Disability Quarterly

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“…Combine a general educator's knowledge of standards, curriculum, and content with a special educator's knowledge of differentiation strategies, a Title I teacher's knowledge of research-based reading strategies, or an English language specialist's knowledge, and the result can be impressive. Without time for sharing this expertise, teachers often teach a class the way they have always taught it and there is no "value added" by the second professional educator (Zigmond, 2006;Zigmond & Matta, 2004). Those teams are unable to answer the essential question of co-teaching: How is what we are doing together substantively different, and better for students, than what one of us would do alone?…”

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confidence: 99%

10 Tips for Using Co-Planning Time More Efficiently

Murawski¹

2012

TEACHING Exceptional Children

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“…All eight teachers commonly implemented teacher-generated questions and questions were additionally coded by type-recall or inference; thus each question asked was coded individually. Once all observation data were coded, each five-minute segment was reviewed to identify if reading comprehension instruction was present and if present what types of reading comprehension strategies, practices or activities were implemented during that segment [53]. Interrater reliability data were collected on 25% of the observations and interviews.…”

Section: Discussionmentioning

confidence: 99%

“…The observer took continuous notes during the period of all the instruction that was happening in the class, paying particular attention to comprehension instruction, but noting any type of instruction. The template was divided into five-minute segments, which allowed the observer to note what instruction was occurring during each segment [53]. A silent timer was used as a prompt for the observer to move into the next section of the template after five minutes, which helped organized the notes into five-minute blocks.…”

Section: Reading Comprehension Instruction Fieldnotes Templatementioning

confidence: 99%

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Ko¹,

Hughes

2015

Education Sciences

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Abstract:Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

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

Cited by 32 publications

References 13 publications

Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD

Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents With LD

10 Tips for Using Co-Planning Time More Efficiently

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

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