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9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. - 7 p.m.
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Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
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Dorchester Road Library
9 a.m. - 8 p.m.
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Wando Mount Pleasant Library
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Baxter-Patrick James Island
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9 a.m. - 1 p.m.
Phone: (843) 884-9741
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Implementing Comprehensive Literacy Instruction for Students With Severe Disabilities in General Education Classrooms.
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- Author(s): Hunt, Pam (AUTHOR); Kozleski, Elizabeth (AUTHOR); Lee, Jaehoon (AUTHOR); Mortier, Kathleen (AUTHOR); Fleming, Danielle (AUTHOR); Hicks, Tyler (AUTHOR); Balasubramanian, Lakshmi (AUTHOR); Leu, Grace (AUTHOR); Bross, Leslie Ann (AUTHOR); Munandar, Vidya (AUTHOR); Dunlap, Kristin (AUTHOR); Stepaniuk, Inna (AUTHOR); Aramburo, Corrine (AUTHOR); Oh, Youngha (AUTHOR)
- Source:
Exceptional Children. Apr2020, Vol. 86 Issue 3, p330-347. 18p. - Source:
- Additional Information
- Subject Terms:
- Abstract: The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the "business-as-usual" control group received literacy instruction planned by special education teachers to address the students' individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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