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dc.contributor.authorCiullo, Stephen P.
dc.contributor.authorOrtiz, Miriam B.
dc.contributor.authorOtaiba, Stephanie Al
dc.contributor.authorLane, Kathleen Lynne
dc.date.accessioned2019-07-19T20:10:24Z
dc.date.available2019-07-19T20:10:24Z
dc.date.issued2016-06
dc.identifier.citationCiullo, S., Ortiz, M. B., Otaiba, S., & Lane, K. L. (2016). Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders. Journal of disability policy studies, 27(1), pp. 54 – 64.en_US
dc.identifier.issn1044-2073
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/8352
dc.descriptionThis is the accepted manuscript version of an article published in the Journal of Disability Policy Studies.
dc.description.abstractThe debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6-12 for students with ED. First, we summarize grade level expectations of the standards. Then, we describe the characteristics and underachievement of students with ED. Next, we evaluate challenges in meeting the expectations based on extant research, and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school.en_US
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_USen_US
dc.publisherSageen_US
dc.sourceJournal of Disability Policy Studies, 2016, Vol. 27, No. 1, pp. 54-64
dc.subjectEmotionalen_US
dc.subjectBehavior disorders
dc.subjectReading
dc.subjectStandards
dc.titleAdvanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders.en_US
txstate.documenttypeArticle
dc.identifier.doihttps://doi.org/10.1177/1044207315604365
txstate.departmentCurriculum and Instruction


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