1,023
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

ALL Kids Can Be Readers: The Marriage of Reading First and Inclusive Education

, &

References

  • Biklen, D., & Burke, J. (2006). Presuming competence. Equity and Excellence in Education, 39, 166–175.
  • Biklen, D., & Kliewer, C. (2006). Constructing competence: Autism, voice and the disordered body. International Journal of Inclusive Education, 10, 169–188.
  • Carlisle, J. F., Cortina, K. S., & Zeng, J. (2010). Reading achievement in Reading First schools in Michigan. Journal of Literacy Research, 42, 49–70.
  • Causton-Theoharis, J., & Theoharis, G. (2008). Creating inclusive schools for ALL students. School Administrator. September, 24–30.
  • Causton-Theoharis, J., Theoharis, G., Bull, T., Cosier, M., & Dempf-Aldrich, K. (2011). Schools of promise: A school district–university partnership centered on inclusive school reform. Remedial and Special Education, 32, 192–205.
  • Connor, D. J., & Ferri, B. A. (2007, January). The conflict within: Resistance to inclusion and other paradoxes in special education. Disability & Society, 22, 63–77.
  • Cummins, J. (2007). Pedagogies for the poor? Realigning reading instruction for low income students with scientifically based reading research. Educational Researcher, 36, 564–572.
  • Dole, J. A., Hosp, J. L., Nelson, K. L., & Hosp, M. K. (2010). Second opinions on the reading first initiative: The view from Utah. Journal of Literacy Research, 42, 27–48.
  • Edmondson, J. (2004). Reading policies: Ideologies and strategies for political engagement. Reading Teacher, 57, 418–428.
  • Elish-Piper, L., & L'Allier, S. K. (2010). Exploring the relationship between literacy coaching and student reading achievement in grades K–1. Literacy Research and Instruction, 49, 162–174.
  • Foorman, B. R., Petscher, Y., Lefsky, E. B., & Toste, J. R. (2010). Reading First in Florida: Five years of improvement. Journal of Literacy Research, 42, 71–93.
  • Freeman, S. F. N., & Alkin, M. C. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education, 21, 2–18.
  • Iano, R. P. (2004). Inside schools: Special education and inclusion reform. In D. Gallagher, L. Heshusius, R. P. Iano, & T. M. Skrtic (Eds.), Challenging orthodoxy: Dissenting voices in special education (pp. 311–352). Denver, CO: Love Publishing.
  • Jackson, L. B., Ryndak, D. L., & Wehmeyer, M. L. (2009). The dynamic relationship between context, curriculum, and student learning: A case for inclusive education as a research-based practice. Research and Practice for Persons with Severe Disabilities, 34, 175–195.
  • Jorgensen, C. (2005). The least dangerous assumption: A challenge to create a new paradigm. Disability Solutions, 6, 1, 5–6, 8–9.
  • Kasa-Hendrickson, C. (2005). There's no way this kid's retarded: Teachers' optimistic constructions of students' ability. International Journal of Inclusive Education, 9, 55–69.
  • Kliewer, C. (2008). Seeing all kids as readers. Baltimore, MD: Paul H. Brookes.
  • Kluth, P., & Chandler-Olcott, K. (2008). A land we can share. Baltimore, MD: Paul H. Brookes.
  • Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23, 283–292.
  • Lashaway, L. (2003). The mandate to help low-performing schools. ERIC Digest. ED478248.
  • McLeskey, J., & Waldron, N. L. (2006). Comprehensive school reform and inclusive schools. Theory Into Practice, 45, 269–278.
  • McQuillan, J. (1998). The literacy crisis: False claims, real solutions. Portsmouth, NH: Heinemann.
  • Muller, E. (2007). Reading First and special education: Examples of state level collaboration. Project Forums at NASDSE. Retrieved from http://nasdse.org/DesktopModules/DNNspot-Store/ProductFiles/173_31d48717-3071-4e1c-9169-8348a6d04f6e.pdf.
  • Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36, 8–26.
  • Office of Special Education and Rehabilitative Services. (2011). 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington DC: US Department of Education.
  • Peterson, M., & Hittie, M. (2003). Inclusive teaching: Creating effective schools for all learners. Boston, MA: Allyn and Bacon.
  • Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68, 203–222.
  • Ritchey, K. D. (2011). The first “R”: Evidence-based reading instruction for students with disabilities. Theory Into Practice, 50, 28–34.
  • Roehrig, A. D., Duggar, S. W., Moats, L., Glover, M., & Mincey, B. (2008). When teachers work to use progress monitoring data to inform literacy instruction. Remedial and Special Education, 29, 364–382.
  • Ryndak, D. L., Morrison, A. P., & Sommerstein, L. (1999). Literacy before and after inclusion in general education settings: A case study. Journal of the Association for Persons with Severe Handicaps, 24, 5–22.
  • Schmidt, R. J., Rozendal, M. S., & Greenman, G. G. (2002). Reading instruction in the inclusion classroom. Remedial and Special Education, 23, 130–140.
  • Shannon, P. (2007). The complicated mess of the Reading First initiative. Journal of Reading Education, 32, 5–11.
  • Skrtic, T. M. (2004). Critical disability studies. In D. Gallagher, L. Heshusius, R. Iano, & T. Skrtic (Eds.), Challenging orthodoxy in special education: Dissenting voices (pp. 353–362). Denver, CO: Love Publishing.
  • Snow, K. (2009). Presume competence: Challenging conventional wisdom about people with disabilities. Retrieved from http://www.disabilityisnatural.com/component/content/article/83-free-articles/314-presume-competence-challenging-conventional-wisdom-about-people-with-disabilities-free.
  • Tivnan, T., & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. Elementary School Journal, 105, 419–441.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.