Integrating Literacy and the Content Curriculum to Support Diverse Learners

Y

14

Special Education; Preservice Teacher Education; Literacy Education; Student Diversity; Interdisciplinary Approach; Elementary School Students; At Risk Students; Learning Disabilities; Reading Difficulties; Student Teacher Attitudes; Barriers; Content Area Reading; Mixed Methods Research; Focus Groups; Lesson Plans; Elementary School Teachers; Pretests Posttests; Questionnaires; Observation; Interviews

1937-6928

This study explored the impact of training special education teacher candidates to implement content literacy strategy instruction on the teacher candidates' feelings of self-efficacy, beliefs, and practice. The study also explored the impact of implementing content literacy interventions on the content knowledge of elementary age students with or at risk for learning disabilities in reading. Results indicated that teacher candidates believed that despite barriers such as time, content literacy instruction promotes student interest and engagement. Analysis of teacher candidates' lesson plans indicated a focus on integrating comprehension and vocabulary skills across content areas. Student content assessment data indicated overall increases in content knowledge based on average pre- and postassessment scores. Social validity data revealed that students believed the project increased their knowledge and interest in their respective content areas. A discussion surrounding implications for teacher education, limitations, and future research is also included.

As Provided

16

2017

EJ1160659