Graduate Research Papers

Availablity

Open Access Graduate Research Paper

Keywords

Literacy--Study and teaching; Students with disabilities--Education;

Abstract

This research study examined the use of comprehensive literacy instruction within a self-contained ID-mild Special Education classroom. Comprehensive literacy consists of daily instruction in word study, comprehension, and writing, with an additional period of time during each day for self-selected reading. Comprehensive literacy instruction was examined using self-study methodology on teaching practice through the analysis of lesson reflections, class schedules, and an autobiography of professional teaching experience.

Three case studies of student performance across a semester of instruction were analyzed using data on literacy tasks, literacy assessment, and classroom observations. Results support the promotion of effective comprehensive literacy instruction for students with learning disabilities. Student performance increased in word identification, in reading stamina, and in engagement in word study and writing. Two cases showed an increase in comprehension (increased performance levels), in writing complexity, and in language use. Self-study of practice revealed the importance of using a literacy program that provides guidance in developing student centered instruction, and the complexity of negotiating the teacher role in providing effective student focused planning, implementation, and assessment.

Year of Submission

2016

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Deborah L. Tidwell

Comments

If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2016

Object Description

1 PDF file (86 pages)

Language

EN

File Format

application/pdf

Share

COinS