Effective disciplinary literacy strategies for students with disabilities in middle and high school science classrooms

被引：2

作者：

Barnes, Zachary T. T. ^{[1
,5
]}

Fields, R. Stacy ^{[2
]}

Strachota, Susanne ^{[3
]}

Mangione, Katherine A. A. ^{[4
]}

机构：

[1] Austin Peay State Univ, Special Educ, Clarksville, TN USA

[2] Middle Tennessee State Univ, Middle Level Educ, Murfreesboro, TN USA

[3] Tufts Univ, Medford, MA USA

[4] Middle Tennessee State Univ, Elementary & Special Educ, Murfreesboro, TN USA

[5] Austin Peay State Univ, Dept Teaching & Learning, POB 4545, Clarksville, TN 37043 USA

来源：

PREVENTING SCHOOL FAILURE | 2024年 / 68卷 / 02期

关键词：

literacy; reading disabilities; science; strategies; students with disabilities; LEARNING-DISABILITIES; GRAPHIC ORGANIZERS; READING-COMPREHENSION; EXPLICIT INSTRUCTION; TEXT; ADOLESCENTS; LD; PERFORMANCE; EDUCATION;

D O I：

10.1080/1045988X.2023.2186340

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

More students with disabilities (SWDs) are being educated in the general education classroom than ever before. This means that SWDs are spending more time in middle school science classrooms. SWDs may struggle to access information from science textbooks and lessons for multiple reasons, including reading difficulties. In this article, the authors review the literature and provide recommendation on how science teachers can implement these strategies into their classrooms. These strategies include vocabulary instruction, comprehension strategies, and graphic organizers.

引用

页码：149 / 158

页数：10

共 62 条

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