2015 TASH Conference

This presentation will share findings from a single-case multiple baseline research study targeting science concept learning for secondary students with significant disabilities. Specifically, this study examined the effectiveness of systematic literacy instruction leveraging content area literacy strategies before, during, and after reading an adapted expository science text on student comprehension. Student intervention results as well as findings from social validity interviews with students and teachers will be shared. Research in this area will help establish the evidence base needed to support the continued academic instruction and learning in content aligned with the general education curriculum of students with significant disabilities
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Learning Objectives: 

1. Identify strategies to implement before, during, and after reading expository text to facilitate comprehension: Specifically, participants will learn about ways to structure systematic content area literacy instruction. They will identify pre-reading strategies (pre-teaching key vocabulary), during reading strategies (graphic organizer and comprehension monitoring), and post-reading strategies (main idea and summary statement) that can be implemented in research and practice.

2. Summarize the need for systematic, explicit content-area instruction: Participants will review the intervention results and the social validity interview data and recognize the importance of a systematic approach to instruction in the academic content areas, making connections regarding the application of academic content areas to post-secondary life.

3. Identify ways to support teachers in implementing such instruction: Throughout the presentation, participants will be invited to participate in a discussion regarding the challenges to implementing content-area literacy instruction within applied, inclusive settings for students with significant disabilities. They will be invited to identify potential ways to address concerns teachers or families may have with such instruction. Furthermore, as a group, we will brainstorm ways to facilitate inclusive content-area literacy instruction across a variety of content areas.