Methodological Innovations in Literacy Intervention Research With MLLsWLD (Multilingual Learners With Learning Disabilities): Discourse Landscapes as Equity Mapping

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Special and Inclusive Education Research Virtual Poster Session

Abstract

The focal educational problem of practice is teacher mediation of student learning with Multilingual learners with Learning Disabilities (MLLsWLD, also called ELsWLD). I build on prior work (2022, 2014), present key findings on how teacher discourse varies within-and-across students in reading small group, through organized practice to facilitate and limit student participation opportunities. The second function is a methods paper- to highlight the new practices, ways of looking at in/equities for students with dis/abilities in special education literacy intervention spaces and services through the over-and-under use of research-based practices. In this methods paper, the researcher shows how unevenness of teacher talk- questioning practices aimed to support reading comprehension facilitate growth, practice opportunities for some students while erect barriers for others.

Author

• Sarah M. Salinas, Minnesota State University - Mankato