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"Vraiment c'était un moment très riche": Apprendre à analyser des interactions langagières en contexte de travail et de formation
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In: ISSN: 1010-1705 ; Travaux neuchâtelois de linguistique, No 74 (2021) pp. 15-30 (2021)
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Developing spatial abilities and geometrical knowledge with use of a virtual city
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In: International congress on mathematical education - ICME-14 (2021) (2021)
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Fostering equity in a multicultural and multilingual classroom through cooperative learning
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In: ISSN: 1467-5986 ; Intercultural education, Vol. 32, No 4 (2021) pp. 401-416 (2021)
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A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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Abstract:
Little is known about the content and quality of reading instruction provided to students with intellectual disability. This study aimed to describe the reading instruction provided to students with intellectual disability who were not yet readers in self-contained elementary classrooms. The teachers of 24 classrooms participated in the study. Systematic observations of reading lessons, follow-up interviews with the teachers, review of teaching material, and content analysis of students' individualized education plans were conducted. Findings indicate that phonics and phonological awareness were taught in most of the classrooms. However, phonics was taught systematically, as recommended in the research, in only less than half of the classes. Sight-word instruction and vocabulary instruction were observed in more than half of the classes. Comprehension instruction of texts read aloud by the teacher was observed in only about a third of the classrooms. Recommendations to support teachers in enhancing the quality of reading instruction are provided.
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Keyword:
Developmental disability; info:eu-repo/classification/ddc/370; Intellectual disability; Literacy instruction; Observation; Reading instruction
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URL: https://archive-ouverte.unige.ch/unige:156854
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Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language
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Genus und Leseverstehen. Genusnutzung bei der Pronomenauflösung bei Kindern mit Deutsch als Zweit- und Deutsch als Erstsprache
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Alltagsintegrierte Förderung des frühen Schriftspracherwerbs im Kindergarten: eine Studie zur Wirksamkeit von thematisch-fokussierten Rollenspielecken (Literacy-Center)
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Die Berücksichtigung sprachlicher Vielfalt in Schule und Unterricht. Perspektiven für Demokratiebildung im Fach Deutsch als Zweitsprache
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Ohm, Udo. - : Universität Bielefeld, Wissenschaftliche Einrichtung Oberstufen-Kolleg, 2021
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Zur Bedeutung der koordinierten Alphabetisierung von Erst- und Zweitsprachen. Eine qualitative Interviewstudie mit Teilnehmenden am Koala Programm.
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Selbstmitgefühl (Self-Compassion) als Schutzfaktor für emotionale Resilienz - Ein Konzept auch für Lehrkräfte im Förderschwerpunkt Hören?
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Mental State Verb Production as a Measure of Perspective Taking in Narrations of Individuals With Down Syndrome
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Zur Work-Life-Balance von gehörlosen und schwerhörigen Lehrkräften - Ergebnisse einer Fragebogenstudie
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Linking language to sensory experience: Onomatopoeia in early language development
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Validation of the LittlEARS® Questionnaire and the Adaptive Auditory Speech Test (AAST) in normal-hearing Maltese-speaking children
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Italienischunterricht für Französisch- und Spanischstudierende zur Förderung der individuellen Sprachlern- und -lehrkompetenzen
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50 Hefte Forschungsbeiträge Didaktik Deutsch. Versuch einer Vermessung.
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Visualisierungen bei instruktionalen Erklärungen – Eine qualitative Analyse der Bedeutung von Visualisierungen mithilfe von Erklär-Videos am Beispiel des Themas Äquivalenzumformungen
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Acquisition of mathematical and linguistic skills in children with learning difficulties
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The bilingual native speaker competence: evidence from explicit and implicit language knowledge using elicited production, sentence-picture matching, and pupillometry
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