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    The content literacy continuum: A school reform framework for improving adolescent literacy for all student

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    Deshler_the content literacy.pdf (2.135Mb)
    Issue Date
    2005
    Author
    Lenz, B. Keith
    Ehren, Barbara J.
    Deshler, Donald D.
    Publisher
    Council for Exceptional Children
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Metadata
    Show full item record
    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
    URI
    http://hdl.handle.net/1808/11073
    Collections
    • Center for Research on Learning Scholarly Works [125]
    • Special Education Scholarly Works [237]
    • Distinguished Professors Scholarly Works [918]
    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.

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    785-864-8983

    KU Libraries
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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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