Integrating literacy and the content curriculum to support diverse learners
Abstract
This study explored the impact of training special education teacher can- didates 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 post- assessment 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, limi- tations, and future research is also included.
Reference
Fenty, N. S., & Brydon, M. (2017). Integrating Literacy and the Content Curriculum to Support Diverse Learners. Learning Disabilities: A Contemporary Journal, 15(2), 225-238.
Journal
Learning Disabilities: A Contemporary Journal
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- exploratory mixed methods study
Geographic Setting
Institutional Context
Certification Level
- early childhood
- elementary special education
Programatic Focus
- Elementary
- Special Education
Research Location Context
- after school tutoring program
- Elementary school
Preservice Participants
- Inservice
- undergraduate preservice teachers
Preservice Sample Size
36
Other Participant Data
- Students with or at risk for reading disabilities
Duration of Data Collection
Data Sources
- Focus group interviews
- lesson plans
- student content pre- and post-assessment data
- student social validity questionnaires
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
What is the impact on teacher candidates’ feelings of self-efficacy, beliefs, and practice after engaging in targeted small group content literacy instruction with students with or at risk for reading disabilities? (p. 227)
Is this research question explicit from the manuscript? Yes
What is the impact of targeted small group content literacy instruction on students at risk or diagnosed with learning disabilities in reading? (p. 227)
Is this research question explicit from the manuscript? Yes