Preparing to Implement Evidence-Based Literacy Practices in the Co-taught Classroom. (March 2021)

• Record Type: Journal Article
• Authors: Wexler, Jade; Kearns, Devin M.; Hogan, Erin K.; Clancy, Erin; Shelton, Alexandra
• Other Names: Wexler Jade guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 56:Number 4(2021)
• Page Start: 200
• Page End: 207
• Publication Date: 2021-03
• Subjects: adolescents -- coteaching -- literacy -- professional development; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451220944369
• Languages: English
• ISSNs: 1053-4512

Abstract

It is essential that middle school content-area and special education co-teachers adopt evidence-based literacy practices that they can integrate into their content-area instruction to address the needs of all of the students in their classes. This article provides co-teachers with four planning tips to improve implementation of the practices they adopt. The planning tips are organized using the acronym FIRST: (a) monitorF idelity of implementation of the adopted practices, (b)I ntegrate the practices into daily content-area instruction and across the year, (c) determine theR oles of each co-teacher when planning for and implementing instruction in the adopted practices, and (d) consider specific guidelines toS electT exts for each literacy-focused lesson. The planning tips are illustrated using examples related to the content-area literacy instruction (CALI) instructional framework, which is a set of evidence-based literacy practices and procedures designed to improve the literacy instruction middle school coteachers implement in their content-area classes.