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The content literacy continuum: A school reform framework for improving adolescent literacy for all student
Lenz, B. Keith Ehren, Barbara J. Deshler, Donald D.
Lenz, B. Keith
Ehren, Barbara J.
Deshler, Donald D.
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Abstract
!n this column. Bridging Research and
Practice, three of the federally funded special
education research institutes report to you,
the practitioner, on their progress in areas
that will be particularly helpful to you in
working with your students. The U.S. Office
of Special Education Programs (OSEP) has
funded these three research institutes to
study specific curricular and instructional
interventions that will accelerate the learning
of students with disabilities in curricular
Center on Accelerating Student Learning
(CASL) focuses on accelerating reading,
math, and writing development in Grades
K-3. The Directors of CASL are Lynn and
Doug Fuchs of Vanderbilt University.
Principal Investigators include Joanna
Williams at Columbia University and Steve
Graham and Karen Harris at Vanderbilt
University.
Research Institute to Accelerate Content
Learning Through High Support for
Students With Disabilities in Grades 4-8
(REACH) is examining interventions that
reflect high expectations, content, and support
for students. The Director of REACH is
Catherine Cobb Morocco at Education
Development Center in Newton, MA.
Research partners include the University of
Michigan (Annemarie Palincsar and Shirley
Magnusson), the University of Delaware
(Ralph Ferretti, Charles MacArthur, and
Cynthia Okolo), and the University of Puget
Sound [John Woodward).
The Institute for Academic Access (IAA) is
conducting research to develop instructional
methods and materials to provide students
with authentic access to the high school general
curriculum. The Institute Directors are
Don Deshler and Jean Schumaker of the
University of Kansas, Lawrence. Research
partners include the University of Oregon
and school districts in Kansas. California,
Washington, and Oregon.
This issue features the CASL.
Description
This is the publisher's version, also found here: http://www.sped.org
Date
2005
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Council for Exceptional Children
Research Projects
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Citation
Lenz, Keith, Ehren, Barbara J., and Deshler, Don. (2005) The content literacy continuum: A school reform framework for improving adolescent literacy for all student. Teaching Exceptional Children, 37.6, 60-63.