ethanporcaro/eric-fulltext-meta huggingface dataset:
With Little Research out There It's a Matter of Learning What Works in Teaching Students with Deafness and Autism
Author: Bradley, Lee Ann
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Schools,Early Intervention,Autism,Hearing Impairments,Deafness,Teaching Methods,Cognitive Development,Communication Skills,Student Needs,Classroom Techniques,Scheduling,Augmentative and Alternative Communication,Visual Stimuli,Social Development

The development of language and literacy is the foundation for all other learning. This statement is the guiding philosophy at the Iowa School for the Deaf (ISD). Teachers at ISD believe that intensive, highly structured early intervention and education work best to support cognitive and communication development in their students. However, little research exists on the needs of students with both autism and deafness. For ISD students with this combination of conditions, teachers at ISD draw on best practices related to deafness as well as those that apply to autism when they do their planning. Even though limited resources are available to guide their work with students who have a combination of deafness and autism, teachers are making the most of the situation by blending common sense, proven teaching strategies for students who are deaf or hard of hearing, and the expertise of a variety of other educational fields.
Selah, a Precious Mosaic: A Mother's Journey through Autism with Her Deaf Child
Author: Ellis-Gonzales, Stefanie D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Autism,Deafness,Parent Attitudes,Parent Child Relationship,Mothers,Clinical Diagnosis,Individualized Education Programs

When the author learned that her daughter, Selah, had autism, she and her husband were shaken to the core and were terrified of what lay ahead of them. Selah's autism has redefined many things for them. In this article, the author describes her journey through autism with her deaf child.
Brady, Our Firstborn Son, Has Autism
Author: Yeh-Kennedy, Mei
Date: 2008-00-00
Type: Journal Articles
Subjects: Early Intervention,Autism,Disability Identification,Sons,Personal Narratives,Clinical Diagnosis,Symptoms (Individual Disorders),Parent Responsibility,Parents,Attention,Language Acquisition,Interpersonal Competence,Language Skills,Social Behavior,Social Support Groups,Deafness

Autism awareness is spreading like wildfire. Diagnoses have increased at an astounding rate. The statistic most often quoted is that 1 child in 150 has autism. As if the high rate of autism diagnoses were not worrisome enough, many doctors are not properly trained, or kept up to date, on how to detect autism at the earliest possible age. In many cases, once parents learn that their child has autism, the medical system has little to offer beyond that diagnosis. Even though there are many good books and websites that describe autism and how to detect it early, parents still face the tremendous challenge of obtaining early intervention and other forms of support. In this article, the author shares her experience with her firstborn son, Brady, who has autism. Brady was formally diagnosed with pervasive developmental disorder when he was 38 months old. The author lists some of the many signs of autism published on the Internet. Here, the author points out that parents shouldn't wait for more than one red flag or accept a doctor's assurances. As soon as parents notice even one of the signs, they must push for evaluations and assistance. It can take a long time to obtain a diagnosis, but parents want their child to get all the interventions as early as possible. Like all families with an autistic child, the author hopes she and her husband are on the right path to their child's recovery and that they will be able to provide him access to every possible opportunity for growth.
Life after High School for Deaf Youth with Autism: Challenges for Students, Parents, and Professionals
Author: Miller, Margery
Date: 2008-00-00
Type: Journal Articles
Subjects: Placement,Autism,Deafness,Developmental Disabilities,Parents,Children,Spatial Ability,Pervasive Developmental Disorders,Partial Hearing,Sign Language,Vocational Rehabilitation

The view that a deaf child with autism is just that--a deaf child first (because of the critical importance of communication) and an autistic child second--is the more prevalent today, especially in larger educational programs. But this was not always the case. In the past, placement decisions often were determined in the opposite way: Many deaf children with autism or other developmental disabilities were placed in programs primarily for autistic or developmentally disabled children. They were educated with peers who had normal hearing ability, and only intermittent attention was given to the deaf child's hearing loss and visuospatial orientation, communication, and language input needs, or to subsequent issues related to modality and language assessment. In this article, the authors discuss the challenges for parents and professionals in getting appropriate educational placements and support services for a deaf child with autism. They also discuss the challenge of locating appropriate postsecondary programs, vocational training, career coaching, and residential placement options for deaf youth with autism. Some guidelines to help parents choose a postsecondary program for a deaf adult child with autism are presented.
Cornerstones: Literacy Units Ready for Teachers, Students
Author: Blasko, Jennifer
Date: 2008-00-00
Type: Journal Articles
Subjects: Cued Speech,Partial Hearing,Deafness,Teaching Methods,Literacy,Teachers,Students,Cognitive Style,American Sign Language,Behavioral Objectives

Every day, teachers face the time-consuming task of adapting materials from curricula that do not meet their students' needs or match their learning styles. This article discusses ready-made literacy units specifically designed for teachers of deaf and hard of hearing students. The units were part of the Cornerstones Project, an activity of the WGBH National Center for Accessible Media. (The units were developed with funding from Steppingstones of Technology Innovation for Students With Disabilities, a program of the U.S. Department of Education.) The Cornerstones Project built the literacy units around three animated stories--"The Fox and the Crow"; "Click, Clack, Moo"; and "Joseph Had a Little Overcoat"--originally featured on "Between the Lions", a long-running children's TV program co-produced by Boston PBS affiliate WGBH, Sirius Thinking, Ltd., and Mississippi Public Broadcasting. Each unit is two weeks long, and immerses students in the language and ideas of one story. Students can download online video clips of each story (in Windows or Mac) in whichever communication mode they prefer--ASL, Cued Speech, or Signing Exact English (SEE). Free downloads are available at the Cornerstones website, http://pbskids.org/lions/cornerstones.
Adapted for Deaf Students, &quot;Morning Message&quot; Helps Build Writing Skills
Author: Wolbers, Kimberly
Date: 2008-00-00
Type: Journal Articles
Subjects: Partial Hearing,Deafness,Writing Skills,Teaching Methods,Writing Instruction,Writing (Composition),Higher Education,Reading Achievement,Writing Achievement,American Sign Language

One of the greatest challenges teachers of deaf students face is how to teach students to write effectively. Teachers want them to plan, organize, and relay meaning in a coherent way, but teachers also expect them to develop a sense of control over English writing conventions and mechanics. It is probably no surprise that teachers are constantly looking for and testing the kinds of instruction that succeed in teaching these writing skills to students who are deaf or hard of hearing. In this article, the authors discuss an instructional approach, called &quot;Morning Message&quot; by the teachers who use it at Michigan State University, as a guided interactive writing activity. Since the authors learned about Morning Message, they have focused their efforts on adapting this activity to better accommodate the specific needs of students who are deaf or hard of hearing. The authors discuss how Morning Message helps build writing skills and benefits deaf students.
Two-Way Text Messaging Solves Key Socialization Issues for Deaf and Hard of Hearing Teens and Their Parents
Author: Akamatsu, C. Tane
Date: 2008-00-00
Type: Journal Articles
Subjects: Pilot Projects,Deafness,Grade 8,Handheld Devices,Adolescents,Parents,Parent Child Relationship,Urban Schools,Hearing Impairments,Communication Strategies,Foreign Countries,High Schools,Interpersonal Communication

This article describes a pilot project that examined the use of a two-way text messenger for deaf and hard of hearing teens and their parents. The study took place at two large inner-city public high schools and in grade 8 of their feeder school. The vast majority of the students in the study had severe to profound congenital hearing loss and were being educated in congregated settings by teachers who were specially trained to teach this population. Before using the equipment, each participant took part in a pre-use survey designed to elicit thoughts on how the participants thought the two-way text messengers might be used prior to actually having any experience with them. With the text messaging system in place, the students believed that they would be able to go out at night without their parents and to manage in case they got lost. The parents and staff reported that they were able to have direct communication with the students and with those among the parents and staff who were deaf or hard of hearing. This eliminated some safety concerns about fire alarms and emergency procedures and contributed to the ease of coordination of everyone's activities. The majority of the students and their parents expressed satisfaction with access to the technology.
Research on Reading Recovery: What Is the Impact on Early Literacy Research?
Author: McGee, Lea M.
Date: 2006-00-00
Type: Information Analyses
Subjects: School Restructuring,Reading Failure,Periodicals,Statistical Analysis,Emergent Literacy,Researchers,Educational Change,Models,At Risk Students,Special Education,Evaluation Methods,Intervention,Control Groups,Comparative Analysis,Elementary Education

In this article I critique six quantitative studies of Reading Recovery and five reviews of Reading Recovery research published in Tier 1 research journals--journals accepted as having high levels of &quot;expert scrutiny&quot; through peer review. I also critique several quantitative research studies of Reading Recovery published in Tier 2 research journals. These journals are less recognized as outlets for research, or may be perceived of having possible, rather than actual, bias toward more positive views of Reading Recovery. Critique of studies published in Tier 1 research journals revealed many design flaws conducted by researchers aligned with and critical of Reading Recovery, although researchers aligned with Reading Recovery conducted studies with fewer design flaws. The actual findings of five of the six quantitative studies in Tier 1 research journals found positive results for Reading Recovery. Although three studies were critical of Reading Recovery, the results of these studies showed, in two cases, positive outcomes. Several studies including reviews of Reading Recovery reported negative results and these studies were most flawed in design, methodology, statistical analysis, and statement of actual findings. When analyses were examined in detail, the results for Reading Recovery were more positive than reported by the researchers. Research in Tier 2 research journals found positive results for Reading Recovery, and several studies demonstrated longitudinal effects primarily for discontinued students. Overall, Reading Recovery's effect size compares favorably to other large-scale comprehensive school reform models. The research on Reading Recovery provides several insights for early literacy researchers: researchers studying interventions intended to serve the lowest-performing children face many design challenges, educators who read intervention studies must be critical consumers even when studies are published in Tier 1 research journals, and early literacy professionals must be mindful of determining whether children have &quot;deficits&quot; based merely on normal-developing children's performance. I conclude that the positive research outcomes of multiple studies of Reading Recovery, in both Tier 1 and Tier 2 research journals, is a critical finding in early literacy research which must not be undermined by the few negative results found in studies with critical flaws. (Contains 2 tables and 2 figures.)
Second Graders' Reading Behaviors: A Study of Variety, Complexity, and Change
Author: Kaye, Elizabeth L.
Date: 2006-00-00
Type: Journal Articles
Subjects: Phonemes,Observation,Grade 2,Literacy,Reading Habits,Student Behavior,Learning Processes,Emergent Literacy,Reading Fluency,Protocol Analysis,Reading Processes,Miscue Analysis

This qualitative inquiry examined second graders' literacy learning by observing acts of processing on continuous text. Specifically, this study explored the variety, complexity, and change in second graders' &quot;on-the-run&quot; reading behaviors at three points in time across an academic year. Systematic observation and the analysis of more than 2,500 text reading behaviors from running records of 21 proficient readers revealed more than 100 unique behaviors in six major categories (&quot;substitution,&quot; &quot;overt solving,&quot; &quot;repetition,&quot; &quot;omission,&quot; &quot;insertion,&quot; and &quot;other&quot;). Substitutions occurred most frequently and reflected students' attention to multiple sources of information concurrently. Second graders demonstrated more than 60 different ways to overtly solve words, usually working with large, sub-word level units. They never appealed for help without initiating attempts to work out difficulty and never articulated words phoneme-by-phoneme. Findings revealed general patterns of change and constancy across time as well as a variety of idiosyncratic behaviors particular to individual children. Discussion highlights readers' flexible control of a broad range of literacy processing behaviors and their vast repertoire of ways to problem solve new and unknown words. (Contains 5 tables.)
Relation between the Reading Instruction of Cooperating and Student Teachers
Author: Hamman, Doug
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Teachers,Teacher Effectiveness,Reading Achievement,Correlation,Cooperating Teachers,Reading Instruction,Teacher Influence,Elementary School Curriculum,Protocol Materials,Beliefs,Affective Behavior,Instructional Innovation,Rating Scales,Supervisor Supervisee Relationship,Protocol Analysis

This investigation examined how cooperating teachers (CTs) influence the behaviors and quality of student teachers' (STs) reading instruction. Improving the reading achievement of early elementary students and enhancing teacher quality are two education reform priorities for Title I schools that have important implications for teacher education. The extent to which new teachers are able to provide effective reading instruction is likely to depend, at least in part, on the quality of reading instruction provided by their cooperating teachers. Eighteen pairs of early elementary CTs and STs were videotaped providing guided reading instruction. Highly qualified observers examined the instructional support behaviors and judged the quality of instructional support provided by CTs during the introductory portion of reading lessons. Correlation analysis revealed a moderate association between the occurrence of specific reading instruction behaviors and observers' ratings of instructional quality. No differences were found between CTs and STs for the frequency of reading instruction behaviors (e.g., support for fluency and phrasing). CTs, however, seemed to provide a higher quality of meaning support, but no other differences in behavior or quality were found. CTs' instructional behaviors were predictive of ST instructional behaviors, but STs' quality was unrelated to either CT instructional support behaviors or quality of instructional support. These findings seem to suggest that additional measures, beyond exposure to a cooperating teacher, should be undertaken to improve the quality of reading instruction provided by student teachers. Discussion focuses on implications for teacher preparation and earlier career teachers, and for partnerships between school districts and universities. (Contains 5 tables and 1 footnote.)
All Oral Reading Practice Is Not Equal or How Can I Integrate Fluency into My Classroom?
Author: Kuhn, Melanie
Date: 2006-00-00
Type: Journal Articles
Subjects: Oral Reading,Reading Programs,Reading Instruction,Teaching Methods,Educational Practices,Classroom Techniques,Reading Fluency,Reading Strategies,Best Practices,Educational Strategies,Literacy,Integrated Curriculum

This paper discusses fluency's role in reading development and suggests ways of incorporating fluency instruction into the literacy curriculum through a range of oral reading approaches. It concentrates on two distinct groups of learners: students who are making the shift to fluent reading (generally second and third graders) and those who have experienced difficulty making this transition (usually in fourth grade and beyond). As such, it presents approaches that can supplement a given literacy curriculum as well as approaches that can serve as the basis of a shared reading program. This range of instructional methods should assist both groups of learners in making the transition from purposeful decoding and monotonous reading to automatic word recognition and the expressive rendering of text. (Contains 2 tables.)
Teaching Children with Hearing Loss in Reading Recovery
Author: Charlesworth, Ann
Date: 2006-00-00
Type: Journal Articles
Subjects: Reading Failure,Hearing Impairments,Literacy,Literacy Education,Statistical Analysis,Comparative Analysis,Program Effectiveness,Instructional Effectiveness,Intervention,Elementary Education,Elementary School Students,Teacher Student Relationship,Elementary School Teachers,Reading Teachers,Video Technology,Reading Instruction,Teaching Methods,Grade 2

This study quantitatively analyzed the structure of Reading Recovery lessons for children with hearing loss by examining and comparing the supportive interactions of three Reading Recovery teachers of 12 children with hearing loss and three Reading Recovery teachers of 12 hearing children. All of the children were in the second year of primary school and were having difficulties with literacy learning. Codes were developed to represent the teacher interactions, categories of teaching focus, and teaching events that occur during Reading Recovery lessons. For each child, videotaped lessons from the third, middle and final weeks of Reading Recovery were coded, and the resulting data (types and numbers of teacher interactions, number of instances, and time spent on four categories of teaching focus and numbers of each type of teaching event) were analyzed and compared. Reading Recovery was shown to be a successful literacy intervention for the children with hearing loss in this study. Although the teachers of the children with hearing loss used teaching procedures similar to those used with the hearing children, they also used different communication behaviors and additional supportive techniques. Like the teachers of the hearing children, the teachers of the children with hearing loss successfully taught the children how to use strategic activities necessary for message construction. The teachers of the deaf also supported the children through brief instructional detours focusing on world knowledge and language throughout the time spent reading and writing. The nature of these teaching interactions has implications not only for Reading Recovery, but also for the literacy teaching of all children with hearing loss in the early years of schooling. (Contains 11 tables and 1 figure.)
How Much Should Young Children Read? A Study of the Relationship between Development and Instruction
Author: McIntyre, Ellen
Date: 2006-00-00
Type: Journal Articles
Subjects: Oral Reading,Phonics,Beginning Reading,Reading Achievement,Reading Instruction,Young Children,Grade 1,Elementary School Students,Reading Difficulties,Developmentally Appropriate Practices,Child Development,Reading Programs,Teaching Methods,Time Factors (Learning)

The purpose of this article is to question the amount of time that beginning readers should spend reading connected text in school. Based on a study of 66 children in 26 classrooms, the authors found that children in first-grade classrooms with "less" reading of connected text achieved more in their phonics learning than children in classrooms with "much" reading of connected text. There were no significant differences on broader measures of reading achievement. Yet, because the participants in the study were first-grade "struggling" readers, they may have been developmentally ripe for the phonics instruction they received, making blanket statements calling for more systematic phonics programs misleading when consideration of children's development is not taken into account. Further, the authors argue that in the earliest stages of beginning reading, time spent reading might be best spent mediated by the classroom teacher, such as through repeated readings, choral or echo reading, paired reading, or assisted oral reading. (Contains 2 figures.)
Boomers, Xers, and Millennials: Who Are They and What Do They Really Want from Continuing Higher Education?
Author: Sandeen, Cathy
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Continuing Education,Baby Boomers,Age Differences,Marketing,Age Groups,Personality Traits,Congruence (Psychology),Group Dynamics,Literature Reviews,Social Environment,Educational Attitudes,Cohort Analysis,Student Needs,Student Recruitment

In this article, the author focuses on three major generational groups in the US: Baby Boomers (born between 1943 and 1960), Generation Xers (born between 1961 and 1981), and Millennials (born between 1982 and 2003), examining what the preferences of each group are for continuing higher education and how market research can be employed, by generation, for programmatic and marketing planning by continuing higher education units. The purpose of this article is to provide a comprehensive review of current literature about generational differences and apply that knowledge to the field of continuing higher education. The author describes the usefulness of employing a generational perspective, provides a description of generational characteristics for three living generations, develops hypotheses about generational differences relevant to the field, reviews results of a recent market research study that employed generational segmentation, and addresses "lessons learned" for continuing higher educators.