报告和颁布的启蒙识字教学:了解有广泛支持和复杂交流需求的年轻学生的学习机会

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Sofia Benson-Goldberg, Karen Erickson
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引用次数: 0

摘要

识字教学在辅助和替代性交流(AAC)中发挥着重要作用,因为拼写和书写有助于精确交流。遗憾的是,有广泛支持需求和复杂交流需求(ESN/CCN)的学生中,很少有学生的识字能力达到或超过一年级的阅读水平。鉴于学习读写始于广泛的启蒙识字学习机会,有限的技能可能是由于学习(OTL)启蒙识字技能的机会不足造成的。本研究考察了幼儿课堂为 ESN/CCN 学生提供的教学,以了解这一关键时期的 OTL。本研究采用了并行嵌入式混合方法设计,将针对 ESN/CCN 学生的教师调查(n = 26)与定性多重案例研究(n = 2)相结合。研究结果表明,教师在教学上投入的时间并没有转化为学生个人学习时间的增加。本文讨论了可增加学习机会的解决方案以及对未来研究的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reported and Enacted Emergent Literacy Instruction: Understanding Young Students With Extensive Support and Complex Communication Needs Opportunity to Learn
Literacy instruction has an important role in augmentative and alternative communication (AAC) because spelling and writing support precise communication. Unfortunately, few students with extensive support needs and complex communication needs (ESN/CCN) develop literacy skills at or above the first grade reading-level. Given that learning to read and write begins with extensive emergent literacy learning opportunities, limited skills may result from insufficient opportunity to learn (OTL) emergent literacy skills. This study examined the instruction provided in early childhood classrooms to students with ESN/CCN to understand OTL during this critical period. This study used a concurrent embedded mixed methods design integrating a survey of teachers of students with ESN/CCN ( n = 26) with a qualitative multiple case study ( n = 2). Results suggest the time teachers are devoting to instruction is not translating into increased OTL for individual students. Solutions that may increase learning opportunities and implications for future research are discussed.
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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