7DIS Topic: Students identified with disabilities
Articles
- Copeland, S. R., Keefe, E. B., Calhoo, A. J., Tanner, W., & Park, S. (2011). Preparing teachers to provide literacy instruction to all students: faculty experiences and perceptions. Research & Practice for Persons with Severe Disabilities, 36(3/4), 126-141.
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Donovan, C. A., Rovegno, I., & Dolly, J. P. (2000). Teaching development and diversity in field-based methods courses. Action in Teacher Education, 22(3), 37–46.
- Fang, Z., & Ashley, C. (2004). Preservice teachers' interpretations of a field-based reading block. Journal of Teacher Education, 55(1), 39-54. http://dx.doi.org/10.1177/0022487103259814
- 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.
- Gwernan-Jones, R., & Burden, R.L. (2010). Are they just lazy? Student teachers’ attitudes about dyslexia. Dyslexia 16, 66-86. doi: http://dx.doi.org/10.1002/dys.393
- Hughes, M. T., Parker-Katz, M., & Balasubramanian, A. (2013). Learning to teach literacy through collaborative discussions of student work. Teachers and Teaching: Theory and Practice, 19(5), 543-558.
- Knackstedt, K. M., Leko, M. M., & Siuty, M. B. (2018). The effects of secondary special education preparation in reading: Research to inform state policy in a new era. Teacher Education and Special Education, 41(1), 70-85. DOI: 10.1177/0888406417700960
- Leko, M. M., & Brownell, M. T. (2011). Special education teachers' appropriation of pedagogical tools for teaching reading. Exceptional Children, 77(2), 229-251.
- Leko, M. M., Kalukarni, S., Lin, M. & Smith, S. A., (2015). Delving deeper into the construct of preservice teacher beliefs about reading instruction for students with disabilities. Teacher Education and Special Education, 38(3), 186-206. doi:10.1177/0888406414557677
- Massey, D. (2003). Preservice teachers as tutors: Influences on tutoring on whole-class literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 52nd yearbook of the National Reading Conference (pp. 259-271). Oak Creek, WI: National Reading Conference.
- Ness, M. & Southall, G. (2010). Preservice Teachers’ Knowledge of and Beliefs About Dyslexia. Journal of Reading Education, 36 (1), 36-43.
- Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-week co-taught literacy unit on preservice special educators' literacy-education knowledge. Psychology in the Schools, 47(5), p.493-500. http://dx.doi.org/10.1002/pits.20485.
- Spear-Swerling, L., & Brucker, P.O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332-364. http://dx.doi.org/10.1007%2Fs11881-004-0016-x
- Washburn, E. K., Mulcahy, C. A., Musante, G., & Joshi, R. (2017). Novice Teachers' Knowledge of Reading-Related Disabilities and Dyslexia. Learning Disabilities: A Contemporary Journal, 15(2), 169-191.
- Washburn, E. K., Binks-Cantrell, E. S., & Joshi, R. M. (2013). What do preservice teachers from the USA and the UK know about dyslexia? Dyslexia: An International Journal of Research and Practice, 20, p.1-18. DOI: 10.1002/dys.1459
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Washburn, E. K., Joshi, R. M., & Binks Cantrell, E. (2011). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61(1), 21–43. http://dx.doi.org/10.1007/s11881-010-0040-y
- Wilson, L., McNeill, B., & Gillon, G. T. (2016). A comparison of inter-professional education programs in preparing prospective teachers and speech and language pathologists for collaborative language–literacy instruction. Reading and Writing, 29(6), 1179-1201.