ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education

Autor/inn/en	Ashby, Christine; Burns, Janice; Royle, Joan
Titel	ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education
Quelle	In: Theory Into Practice, 53 (2014) 2, S.98-105 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2014.885809
Schlagwörter	Inclusion; Reading Skills; Elementary School Students; Grants; Reading Programs; Disabilities; Severity (of Disability); Regular and Special Education Relationship; Reading Instruction; Literacy Education; Federal Legislation; Educational Legislation; Teacher Expectations of Students; Phonemic Awareness; Reading Fluency; Phonics; Reading Comprehension; Vocabulary Development + Suchen Sie Ihr Suchwort? Inklusion; Reading skill; Lesefertigkeit; Grant; Finanzielle Beihilfe; Handicap; Behinderung; Schweregrad; Leseunterricht; Bundesrecht; Bildungsrecht; Schulgesetz; Leseverstehen; Wortschatzarbeit
Abstract	As schools attempt to address the needs of an ever more diverse student population, many have turned to intensive interventions to improve reading performance. Reading First grants from the United States Department of Education encouraged schools to implement evidence-based instructional practices in elementary schools. However, for many schools, implementation of Reading First and other intensive data-driven reading initiatives has not included students considered to have significant disabilities or has led to increased pull-out or separate remediation services. We consider how Reading First efforts can be integrated into a rich, inclusive education program for all students, including those considered to have the most significant disabilities. We discuss how schools can creatively utilize staff and scheduling to maximize push-in support and encourage interdisciplinary and data-driven problem solving to provide meaningful guidance for reading instruction for the benefit of all students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10