Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms

The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three stat...

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Bibliographic Details
Published in:Exceptional children 2020-04, Vol.86 (3), p.330-347
Main Authors: Hunt, Pam, Kozleski, Elizabeth, Lee, Jaehoon, Mortier, Kathleen, Fleming, Danielle, Hicks, Tyler, Balasubramanian, Lakshmi, Leu, Grace, Bross, Leslie Ann, Munandar, Vidya, Dunlap, Kristin, Stepaniuk, Inna, Aramburo, Corrine, Oh, Youngha
Format: Article
Language:English
Subjects:
Early Intervention
Education
Elementary School Students
Emergent Literacy
Individualized Education Programs
Instructional Effectiveness
Literacy
Literacy Education
Outcomes of Education
Reading Improvement
Reading Instruction
Regular and Special Education Relationship
Severe Disabilities
Special Education
Students with Disabilities
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Summary:The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the “business-as-usual” control group received literacy instruction planned by special education teachers to address the students’ individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402919880156