SED609 v2

Fisher, D., & Frey, N., (2020). Improving adolescent literacy: Content areas strategies at Work (5th ed.). Pearson Education. ISBN: X004G1HQ6V
Required: Read Chapters 1, 6, and 7.
Your course textbook can be accessed via the DART eBook link in the Getting Started module.

Galloway,E. et al (2020) Broadening the Lens on the Science of Reading: A Multifaceted Perspective on the Role of Academic Language in Text Understanding (pp.3331 -345)https://research.ebsco.com/linkprocessor/plink?id=e5ac97a3-f888-3059-a297-3e74a5e0b9da
This article is about the role of academic language in understanding text.

Barth, A. E., Ankrum, E. R, & Newman Thomas, Catherine (2024). Inference instruction for students with reading disabilities. Rural Special Education Quarterly, 43(4), 225-234. https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Fpdf%2F10.1177%2F87568705241268687
This article details the explicit instruction process for addressing inference in textbooks.

Adolescent Literacy – What’s Technology got to do with it? https://www.adlit.org/topics/technology/adolescent-literacy-whats-technology-got-do-it
This article focuses on the use of technology to support adolescent reading

Capin P, Hall C, Stevens EA, Steinle PK, Murray CS. Evidence-Based Reading Instruction for Secondary Students with Reading Difficulties Within Multitiered Systems of Support. Teach Except Child. 2024 May-Jun;56(5) Epub 2022 (Mar 1. 331 – 345) PMID: 39145109; PMCID: PMC11323112. https://research.ebsco.com/linkprocessor/plink?id=d0eae897-5b46-3859-b566-a1eedde2a5b6
Using MTSS to support student reading

Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S., Headley, K. N., Ridgeway, V. G., Peck, S., Hunt, R., & Dunston, P. J. (2007). Assessing adolescents’ motivation to read. Journal of Adolescent & Adult Literacy, 50(5), 378–396.
This article describes ways to get adolescents motivated to read.

Sedita, J. (2011). Adolescent Literacy: Addressing the Needs of Students in Grades 4–12. (pp 1 – 28) In Birsh, J. R. Multisensory Teaching of Basic Language Skills. (3rd ed.). Brookes Publishing https://keystoliteracy.com/wp-content/uploads/2012/08/Adolescent-Literacy-addressing-the-needs-of-students.pdf#page=2.01
Focus on strategies to teach reading in Grade 4 – 12

Leonet O, Orcasitas-Vicandi M, Langarika-Rocafort A, Mondragon NI, Etxebarrieta GR. A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years. Lang Speech Hear Serv Sch. 2022 Jul 6;53(3):894-920. doi: 10.1044/2022_LSHSS-21-00191. Epub 2022 Jun 27. PMID: 35759607.
This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities.

Walker, V. L., & Chung, Y. C. (2022, January 5). Augmentative and alternative communication in an elementary school setting: A case study. Language, Speech, and Hearing Services in School, 53(1),167-180. doi: 10.1044/2021_LSHSS-21-00052. Epub 2021 Dec 13. PMID: 34902289. https://pubmed.ncbi.nlm.nih.gov/34902289/
This case study examines the use of Augmentative and Alternative Communication in a school setting.

Duffy, M. A., (2016). Literacy Instruction for Students with Intellectual and Developmental Disabilities In Chapter 9. In Munger, K.A. (Ed). Steps to Success: Crossing the Bridge Between Literacy Research and Practice. https://milnepublishing.geneseo.edu/steps-to-success/chapter/9-literacy-instruction-for-students-with-intellectual-and-developmental-disabilities/

Johnston, S. S., O, K. B. V., & Stokes, K. (2018). Early Literacy Support for Students with Physical Disabilities and Complex Communication Needs. Teaching Exceptional Children, 51(2), 91–99. https://doi.org/10.1177/0040059918802808\
Supporting student with physical disabilities with reading

Lemons, C. J., Allor, J. H., Al Otaiba, S., & LeJeune, L. M. (2018). 10 research-based tips for enhancing literacy instruction for students with intellectual disabilities. Teaching Exceptional Children, 50(4), 220–232. https://doi.org/10.1177/0040059918758162
Developing Reading Goals and Programs for student with intellectual delays

Toews, S., Zimmerman, K., Kurth, J., & Crump, N. (2025). Comparison of using modified and nonmodified books on comprehension of students with extensive support needs. Remedial and Special Education, 46(1), 53–65. https://journals.sagepub.com/doi/10.1177/07419325241234079
This article demonstrates the value of text modifications in shared reading for ESN students.

Whitbread, K. M., Knapp, S. L., & Bengtson, M. (2021). Teaching foundational reading skills to students with intellectual disabilities. Teaching Exceptional Children, 53(6), 424–432. https://doi.org/10.1177/0040059920976674

Spielvogel JH, Ehren BJ. Curriculum Vocabulary Learning of Fourth Graders Using the Vocabulary Scenario Technique. Lang Speech Hear Serv Sch. 2021 Jul 7;52(3):794-806. doi: 10.1044/2021_LSHSS-20-00115. Epub 2021 Apr 7. PMID: 338264 https://pubmed.ncbi.nlm.nih.gov/33826414/
This article focuses on the importance of vocabulary instruction using the Vocabulary Scenario technique.

McKeown MG. Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work. Lang Speech Hear Serv Sch. 2019 Oct 10;50(4):466-476. doi: 10.1044/2019_LSHSS-VOIA-18-0126. Epub 2019 Oct 10. PMID: 31600467; PMCID: PMC8753997. Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work https://pubmed.ncbi.nlm.nih.gov/31600467/
This clinical focus article will highlight the importance of vocabulary instruction.

Cordewener, K. et al (2017) The Role of Instruction for Spelling Performance and Spelling Consciousness Pages 135-153 | Published online: 27 Apr 2017
https://www.tandfonline.com/doi/full/10.1080/00220973.2017.1315711
This study examined the role of instruction for spelling performance and spelling consciousness in the Dutch language. Spelling consciousness is the ability to reflect on one's spelling and correct errors.

Wanzek, J., Wood, C., & Schatschneider, C. (2023, September 13). Teacher Vocabulary Use and Student Language and Literacy Achievement. Journal of Speech, Language, and Hearing Research,66(9),3574-3587. doi: 10.1044/2023_JSLHR-22-00605. Epub 2023 Aug 4. PMID: 37541302. https://pubmed.ncbi.nlm.nih.gov/37541302/
This article summarizes the benefits of teacher talk on the reading achievement of students.

William, C. Word Study Instruction in the K-2 Classroom https://www.readingrockets.org/topics/curriculum-and-instruction/articles/word-study-instruction-k-2-classroom
This article describes nine tips for implementing a word study program in your classroom

Aceves, T. et all High Leverage Practices for Students with Disabilities 2nd ed. (2024) https://exceptionalchildren.org/store/books/high-leverage-practices-students-disabilities-2nd-edition

McCray, E., Brownell, M., Kamman, M., Robinson, S., & Ceedar Center. (n.d.). High leverage and evidence-based practices: A promising pair for all learners. Reading Rockets. https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/high-leverage-and-evidence-based-practices-promising-pair

Thorne, A. & Thorne, G. (2009) Higher Order Thinking https://www.readingrockets.org/topics/comprehension/articles/higher-order-thinking

Universal Design for Learning: https://universaldesign.ie/about-universal-design/the-7-principles Website about Universal Design for Learning

Oxford Owl: https://www.oxfordowl.co.uk/ Free online books for students

Epic: https://www.getepic.com/educators Teacher resource for online books

Unite for Literacy: https://www.uniteforliteracy.com/ Free online books for students

World reader: https://www.worldreader.org/booklists/ Free online books for students.

IBBY https://www.ibby.org/ Free online books for kids