Individualizing Literacy Instruction in Co-Taught Classrooms Through a Station Teaching Model. (March 2021)

• Record Type: Journal Article
• Authors: Lyon, Cheryl; Hogan, Erin K.; Kearns, Devin M.
• Other Names: Wexler Jade guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 56:Number 4(2021)
• Page Start: 224
• Page End: 232
• Publication Date: 2021-03
• Subjects: reading comprehension -- content area instruction -- individualization -- station teaching -- co-teaching; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451220944376
• Languages: English
• ISSNs: 1053-4512

Abstract

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed, research-based, and whole-class instruction often leads to inadequate improvement in reading comprehension and thus learning of content material. In CALI, teachers use student data to determine which students need more support and targeted, individualized instruction, and by contrast, which students may benefit from opportunities to extend their learning with more challenging texts and student-managed work. This article provides guidance for designing and implementing customizable lessons using station-teaching to individualize instruction. The Project CALI student support model is the final instructional piece of the CALI instructional framework.