Assignment: assessing specialized instructional strategies for | EDSD 7073 – Designing Specialized Instruction for Diverse Learners | Walden University

  

Evidence-based reading practices can be adapted to work at any level and in any content area for students with a range of diverse exceptionalities. Instructional strategies, even those in basal readers and text, are often not based on the most current reading research. As a result, it is the responsibility of the classroom teacher and special education leader to study and assess whether a strategy is evidence-based.

For this Assignment, you will explore topics in literacy/reading in depth, shared in the articles selected. Based on your area of literacy interest, you will have the opportunity to select two evidence-based literacy/reading practices appropriate for the age, grade, and disability level chosen and provide an analysis of each.

To prepare:

· Review the module’s Learning Resources.

· Select a topic area of literacy to explore—for example, one of the domains in the National Reading Project’s (NRP’s) Big 5. 

· Select an age range and disability level (mild, moderate, or severe) to focus on for the literacy topic.

· Select two peer-reviewed articles for the disability level you selected that provide an evidence-based literacy/reading strategy. >Note: Each article should be authored by a different researcher(s).

A 4- to 6-page paper addressing the following:

· Provide an analysis of each study that explains:

o An overview of each study and the interventions implemented. Has research been conducted to evaluate the strategy?

o Each study’s findings and whether each has “strong” evidence of the effectiveness of the interventions. What are the specific benefits and limitations of using this strategy? Be specific about the elements of the research that offer support for the intervention’s evidence base and include references to the evidence base.

· Compare the selected studies in terms of the interventions researched. Explain how the interventions tested were both similar and different.

· Explain whether the studies acknowledge and/or explain limitations or gaps in research.

· As a special education leader, explain whether the articles improve your understanding of specialized reading instruction for students with exceptionalities. Be sure to explain the contribution each study makes to the field of Special Education and how it will specifically contribute to your own school population and/or community.

For this Assignment and all scholarly writing in this course and throughout your program, you will be required to use APA style (6th edition). Please use the Walden Writing Center as a resource as you complete your assignments.

                                                Learning Resources

Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

                                                      Required Readings

Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Boston, MA: Pearson.

  • Chapter 3, “Effective      Strategies for Teaching Beginning Reading”
  • Chapter 4, “Effective      Strategies for Teaching Reading Comprehension”
  • Chapter 8, “Effective Strategies for Teaching      Social Studies”

Ciullo, S., Lembke, E. S., Carlisle, A., Thomas, C. N., Goodwin, M., & Judd, L. (2016). Implementation of evidence-based literacy practices in middle school response to intervention an observation study. Learning Disability Quarterly, 39(1), 44–57.

McKenna, J. W., Shin, M., & Ciullo, S. (2015). Evaluating reading and mathematics instruction for students with learning disabilities. A synthesis of observation research. Learning Disability Quarterly, 38(4), 195–207.

Missett, T. C., & Foster, L. H. (2015). Searching for evidence-based practice: A survey of empirical studies on curricular interventions measuring and reporting fidelity of implementation published during 2004–2013. Journal of Advanced Academics, 26(2), 96–111.

Wexler, J., Reed, D. K., Mitchell, M., Doyle, B., & Clancy, E. (2014). Implementing an evidence-based instructional routine to enhance comprehension of expository text. Intervention in School and Clinic, 50(3), 142–149.

Document: Jamal’s Data Sheets (PDF)

                                                       Required Media

Laureate Education (Producer). (2016b). Case study video: Implementing evidence-based practices with fidelity [Video file].  Baltimore, MD: Author.

Note:  The approximate length of this media piece is 3 minutes.

In  this video, the special education teacher calls a meeting to review Jamal’s  progress on reading skills for the IEP progress report. The data are showing more reading growth in the social studies classroom, with little to no growth in the reading classroom. The team discusses how the reading interventions (which are the same) are being implemented in the classroom.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Grand City Community

Go to the Grand City Community and click into West Ridge Middle School. Review the following scenario: Implementing Evidence Based Practices.







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