Teaching World and Word Knowledge to Access Content-Area Texts in Co-Taught Classrooms. (March 2021)

• Record Type: Journal Article
• Authors: Kearns, Devin M.; Lyon, Cheryl P.; Pollack, Marney S.
• Other Names: Wexler Jade guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 56:Number 4(2021)
• Page Start: 208
• Page End: 216
• Publication Date: 2021-03
• Subjects: content-area literacy -- co-teaching -- special education -- reading -- middle school -- reading comprehension; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451220944371
• Languages: English
• ISSNs: 1053-4512

Abstract

In co-taught classes, general education and special education teachers can improve the content-area learning and literacy skills of students with learning disabilities by helping them read texts effectively. Co-teachers can improve comprehension by providing students with background and vocabulary knowledge before reading. In this article, a routine for introducing background (world) and vocabulary (word) knowledge—the world knowledge and word knowledge routine (world and word)—is described. The article includes explanations how each part of the routine works and uses an example to illustrate how co-teachers could use the routine to promote student reading comprehension.