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Improving Reading and Writing Instruction for Students With Specific Needs
Fri, April 17, 2:15 to 3:45pm, Virtual RoomSession Type: Symposium
Abstract
Reading and writing skills may be supported and developed in many ways. This session focuses on students with disabilities, including autism, LD, ADHD, ID, as well as students who are English language learners and different strategies and contexts that show promise for instruction.
Sub Unit
Chair
Papers
Overt Attentional and Writing Behaviors During Planning in Children With Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder - Matthew Zajic, Teachers College, Columbia University; Emily Solari, University of Virginia; Nancy McIntyre, University of North Carolina - Chapel Hill; Lindsay Lerro, The Listening Center; Peter Mundy, University of California - Davis
The Effects of Enhanced Milieu Teaching With Book Reading for English Language Learners With Autism - Sunyoung Kim, University of Illinois at Chicago; Veronica Youn Kang, University of Illinois at Chicago; Ragan McLeod, University of Alabama
Reading Instruction for Students With Intellectual Disability and Below-Average I.Q.: An Observation Study - Esther Lindström, Lehigh University; Chris Jay Lemons, Vanderbilt University
Peer-Assisted Learning Strategy to Address Reading Challenges in an Elementary Student With Autism Spectrum Disorder - Juliet E. Hart Barnett, Arizona State University; Cean Colord, Whittier College
Spotlight on Practice: Special Educators' Teaching Reading Comprehension to Students With Autism Spectrum Disorder - Gina L Braun, Rockford College; Marie Tejero Hughes, University of Illinois at Chicago