Index
Inclusive Principles and Practices in Literacy Education
ISBN: 978-1-78714-590-0, eISBN: 978-1-78714-589-4
ISSN: 1479-3636
Publication date: 7 July 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Inclusive Principles and Practices in Literacy Education (International Perspectives on Inclusive Education, Vol. 11), Emerald Publishing Limited, Leeds, pp. 267-272. https://doi.org/10.1108/S1479-363620170000011020
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Aboriginal
, 127, 130, 131, 134, 135, 137, 177–192
Academic language
, 70, 74–78, 83
Academic literacy
, 251, 252, 262
ACARA (Australian Curriculum, Assessment and Reporting Authority)
, 5, 6, 13, 14, 21, 37, 39, 196, 199, 205–208, 250, 258
Accessibility
, 65, 70, 73, 79, 80, 199
Access to curriculum
, 46
Accountability
, 9, 79, 90, 217, 236
Achievement gap
, 73, 100
Adjustments
, 13, 45, 215, 216, 218
Adolescent
, 168, 214
Agency
, 4, 5, 6, 91, 163, 181, 213, 214, 216, 225, 228
Anthropomorphism
, 197
Apps
, 20, 25, 30, 166–169, 171
Argumentation
, 44, 89, 91, 182, 254, 260
Assessment driven practice
, 89
Augmented reality
, 20, 167, 168–169, 170, 173
Australia
, 3, 7, 10, 13–15, 38, 39, 40, 43, 46, 126, 130, 133, 137, 177–192, 207, 215, 217, 222, 257, 258
Australian context
, 37, 257–258
Australian curriculum
, 5, 6, 13–15, 37, 38, 39, 44, 196, 250, 258
Authentic instruction
, 147, 150
Automaticity
, 144–146, 153–155
Autonomy
, 14, 166, 214, 215, 218–221
Barriers
, 4, 45, 62, 73, 84, 85, 106, 109, 110, 200, 214, 215, 216, 221, 222, 225, 244, 245
Barriers to participation
, 4
Better beginnings
, 125–139
Black youth
, 90, 94
Book sharing
, 129, 130, 132, 135, 136
Career pathways
, 225, 227
Choral reading
, 151, 152
Citizen science
, 97, 98
Classroom research
, 24, 29
Cognition
, 198, 207, 217
Cognitive Load Theory (CLT)
, 79
Collaboration
, 27, 28, 45, 60, 64, 88, 131, 138, 163, 205, 210, 223, 227, 234, 245, 251
Collaborative learning
, 116, 204, 242
Collaborative problem solving
, 259
Community
, 4, 10, 36, 88, 91, 98, 115, 119, 133, 134, 135, 137, 138, 161, 181, 190, 191, 202, 205, 206, 211, 221, 223, 224, 225
Complex education needs
, 37, 46
Comprehensible input
, 250, 251
Comprehensible output
, 251
Comprehension
, 74, 76, 77, 83, 118, 144, 145, 150, 153, 154, 161, 162, 164, 165, 166, 168, 171, 187, 218, 233, 236, 252, 254, 260, 261
Conceptual understanding
, 38, 44
Consistent instruction
, 147
Constructivism
, 167, 202
Content
, 7, 12, 14, 37, 39, 45, 83, 92, 93, 95, 96, 97, 99, 100, 116, 117, 139, 147, 163, 168, 181, 187, 234, 253, 255, 259, 260
Content words
, 252
Contestable
, 197
Cross-curricula teaching
, 7
Cultural intervention
, 198
Culturally and linguistically diverse
, 139
Culturally relevant pedagogy
, 93, 98
Culturally responsive teaching
, 98–100
Culture
, 4, 10, 23, 27, 65, 90, 92, 93, 98, 126, 127, 128, 134, 135, 137, 139, 181, 182, 197, 207, 214, 216, 217, 221, 222, 223, 226, 228, 254
Curiosity
, 196, 197, 198, 199, 208
Curriculum
, 5–8, 13–15, 22, 24, 29, 31, 35–48, 73, 75, 94, 110, 116, 164, 181, 182, 186, 196, 200, 202, 204, 217, 221, 222, 225, 234, 235, 237, 238, 241, 250, 252, 263
Curriculum access
, 37, 39, 43, 44–45, 46, 47
Curriculum documents
, 5, 15, 250
Decision making
, 200, 216, 225, 228
Definitions
, 3–6, 8, 38, 94, 215, 216, 257, 260, 263
Diagnosed
, 9, 11, 216, 217
Dictogloss
, 261–262
Differential item functioning (DIF)
, 70, 82
Direct instruction
, 14, 181, 186, 222, 260
Disability
, 4, 7, 9, 11, 13, 36, 37, 45, 46, 47, 54, 55, 106, 108, 109, 110, 111–116, 119, 127, 128, 139, 181, 217, 223
Disadvantage
, 10, 73, 128, 130, 139, 179, 180, 187, 217
Discipline
, 38, 43, 89, 210
Discrimination
, 4, 59, 109
Diversity
, 4, 10, 56, 92, 110, 136, 137, 139, 195–211, 253
EAL/D Progress Map
, 258
Early childhood
, 39, 40, 118, 125–139, 179, 183, 203, 258
Early childhood education
, 126, 131, 139
Early years
, 40, 41, 42, 47, 126, 127, 129, 131, 137, 139, 182, 184, 224, 233
Early Years Learning Framework (EYLF)
, 126, 127
Educational policies
, 4, 106, 110
The Education for Persons with Special Educational Needs Act
, 54, 56
Elementary school
, 11, 46, 69–85, 147
Emancipating
, 162, 164
Empathy
, 198, 207
Engagement
, 65, 92, 98, 130, 136, 160, 168, 216, 225, 228, 241
English as an additional language or dialect (EAL/D)
, 202, 250–252, 254–264
Englishes
, 252
Enhanced word processors
, 170
Environment
, 5, 8, 9, 12, 21, 29, 45, 59, 92, 170, 182, 196, 197, 199, 203, 204, 205, 208, 209, 210, 218, 222, 254
Equity
, 10, 13, 29, 36, 70, 72
Evaluation
, 125–139, 162, 184, 185, 221, 235, 243–244, 245
Evidence based instruction
, 191
Examinations
, 234, 235, 236
Expectations
, 5, 7, 8, 63, 94, 111, 114–115, 138, 186, 214, 218, 222, 223, 227, 253
Explicit and systematic teaching
, 40
Explicit instruction
, 41, 42, 96, 182, 183, 185, 187, 191, 261
Explicit language
, 260, 264
Explicit teaching
, 8, 15, 40, 183, 185, 186, 187, 188, 190, 191, 221, 257, 259, 264
Expressive language
, 41
Family literacy
, 132, 136, 138
Family literacy program
, 126, 127, 131–132, 136, 138, 139
Fast Start
, 154
Fluency
, 143–155, 166, 185, 187, 233, 257
Fluency development lesson
, 152–153
Foundational reading competencies
, 147, 152
Functional literacy
, 46
Function words
, 252
Fundamental
, 130, 138, 160, 197, 227
General academic vocabulary
, 75, 76
General capabilities
, 37, 39, 45, 47
Genre
, 24, 30, 83, 97, 98, 115, 149, 250, 254, 255, 260, 261, 263
German as a second language
, 84
Germany
, 5, 70, 71–73, 78–80, 84
Glossing
, 256, 257
Goal setting
, 216, 227, 228
Grammatical features
, 77, 78, 256
Graphic symbols
, 84, 115, 116
Haptics
, 171
Human rights
, 106, 108, 109, 126
Hypothesis
, 200, 201, 210, 250, 259, 263
Implicit language
, 197
Inclusion
, 3–15, 36, 47, 54, 55–59, 60, 64, 84, 106, 109, 110, 111, 126–128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 190, 216–217
Inclusive classroom
, 27, 28, 31, 73, 79, 81, 82, 83, 84, 202, 203
Inclusive education
, 3, 4–5, 9, 15, 36, 47, 53–65, 106–107, 108, 109
Inclusive learning environments
, 54, 56, 58, 64, 65
Inclusive practice
, 26, 36, 43–47, 64, 127, 196, 197, 199
Indigenous
, 11, 89, 126, 127, 135, 137, 139, 168, 177, 178, 179
Inquiry
, 38, 89, 92, 196, 197, 199, 202, 203, 204, 206, 210
Intelligent tutoring systems
, 162
Intensive instruction
, 12, 15, 154
Intentional instruction
, 147, 155
Interactive
, 22, 27–30, 119, 133, 135, 161, 196, 200, 202
Intervention
, 7, 8, 63, 84, 113, 128–130, 148, 151, 152, 154, 166, 209, 215, 216, 217–222, 237, 239, 243, 264
Investigation
, 167, 195–211, 250
Ireland
, 54, 55–57, 59, 64
Junior secondary
, 213–215, 217, 218, 219
Language demands
, 41, 255, 256, 264
Language-minority students
, 69–85
Language-related disparities
, 70, 76–78
Language skills/development
, 28, 70, 73, 76–78, 112, 114, 116, 117, 187, 250, 251, 253, 259
Leadership
, 36, 53–65, 179, 184, 196, 244, 245
Learning
, 53–65, 125–139, 159–173, 213–228
Learning difficulty
, 7, 11, 26, 58, 63, 74
Learning disabilities
, 214–222, 227–228, 233, 234
Learning goals
, 73, 183, 225, 227
Learning outcomes
, 14, 80, 108, 113, 154, 168, 221, 228
Literacy
, 3–15, 19–31, 35–48, 69–85, 87–100, 105–119, 125–139, 159–173, 195–211, 231–245, 249–264
Literacy needs
, 54, 63–64, 85, 172
Longitudinal Study of Australian Children (LSAC)
, 129–130
Mathematical knowledge
, 38–44, 46–48
Mathematical literacy
, 38, 39, 43–47
Mathematical proficiency
, 38–42, 44
Meaning-making
, 160–167, 170, 173
Mentors
, 227, 228
Mind-mapping
, 169–170
Mnemonic
, 198
Mobile technologies
, 20, 30, 167–168
Modelling
, 153, 183, 234, 240, 241, 255
Monitoring
, 15, 55, 71, 112, 183, 241, 242, 243–244, 245
Multilingual
, 79, 133
Multilingualism
, 117
Multi-modal
, 256
Multimodal text
, 21, 24, 28, 160–161, 164–168, 170, 172, 173
Multisensory
, 24, 159, 160, 165, 168
National Council for Special Education
, 59
National Educational Assessment
, 70, 71–73, 78–80, 84
National Educational Standards
, 70, 71–73
Nature of science
, 90, 97, 196, 197
NGSS (Next Generation Science Standards)
, 91, 99
NQF (National Quality Framework)
, 126–127
Number sense
, 42, 44, 46
Numeracy
, 35–48, 129, 130, 178, 186, 187, 214
Numerate
, 39, 44, 47
Open content software
, 163
Open-ended
, 163, 167, 202, 203, 210
Opportunities
, 36, 40, 56, 76, 83, 95, 96, 100, 109, 110, 115, 118, 131, 133, 135, 137, 155, 162, 167, 169, 172, 203, 204, 207, 210, 217, 221, 222, 251, 255, 260, 262, 263
Opportunities to learn
, 76, 260
Opportunity gap
, 87
Oral reading
, 145, 148, 151, 152, 165
Organisational skills
, 221
Parents
, 14, 20, 25, 46, 56, 57, 59, 64, 77, 106, 108, 111, 112–114, 115, 117, 118, 127, 129, 131–136, 138, 139, 144, 150, 153, 180, 208, 209, 215, 220, 226, 227, 233, 245, 253, 258
Pedagogical skills
, 241, 245
Performance
, 10, 70–73, 75, 76, 79, 83, 113, 117, 129, 143, 146, 149, 150–151, 153, 164, 178, 179, 180, 183, 184, 191, 214, 217, 224, 236
Persistence
, 197
Personalised learning
, 5, 8, 13, 15, 42, 45, 171, 213–228
Phenomena
, 38, 91, 92, 198, 200, 202, 208
Playful
, 25, 148, 197, 200, 202, 203, 204, 209, 252
Poetry
, 148, 149, 150, 210
Policies
, 3–5, 7, 9, 11, 15, 54, 55, 56, 57, 58, 59, 64, 65, 91, 106, 109–110, 127
Poverty
, 4, 7, 10, 94, 110, 127, 128, 130, 144, 217, 220, 222, 223, 253
Power
, 30, 42, 43, 98, 119, 164, 191, 200
Problem-based learning
, 7, 167
Problem solving
, 6, 7, 28, 29, 30, 47, 92, 196, 198, 203, 206, 214, 220, 221, 222, 225, 228, 259
Procedural knowledge
, 38, 44
Professional development
, 56, 119, 163, 172, 187, 239–241
Project IRIS
, 57, 58
Prosody
, 145, 148, 149, 150, 154
Pygmalion effect
, 114
Raising standards
, 10, 237
Readers theatre
, 148, 149–150, 154, 155
Reading assessment
, 69–85
Reading comprehension
, 70, 73–74, 76, 77, 79, 80, 82, 83, 112, 117, 129, 144–146, 149, 150, 154, 160, 161, 162, 166, 169, 233, 237, 238, 239, 241, 244, 259, 260
Reading difficulty
, 144, 155
Reading recovery
, 7, 63, 64, 147
Reading skills (advanced)
, 12, 41, 161, 178, 179, 190, 233, 235
Read Two Impress (R2I)
, 151–152
Reasonable adjustment
, 218
Receptive language
, 238
Reciprocal teaching
, 231–245
Reflective citizens
, 38
Rehearsal
, 148, 149, 150
Relational agency
, 213–228
Relationships
, 10, 21, 25, 77, 80, 127, 128, 138–139, 160, 172, 191, 204, 207, 214, 215, 219, 222–228
Repeated readings
, 148, 149, 150, 151, 165, 166
Research-based pedagogy
, 250
Research-based practices
, 3, 11
Resource allocation
, 59
Resources
, 4, 9, 10, 29, 30, 36, 45, 55, 56, 58, 59, 63, 80, 92, 95, 97–99, 114, 115, 119, 127, 128, 130, 131–138, 145, 166, 170, 210, 220, 222, 227, 256
Rimes
, 148
Robots
, 163, 170, 171
The Salamanca Statement
, 36, 55
Scaffold
, 239, 241, 245
Scaffolding
, 99, 203, 240, 263
School culture
, 65, 217, 222, 223, 226, 228
School leaders
, 36, 58, 59, 60, 61, 64–65, 244, 245
School policies
, 57, 58, 64, 65, 208
Science curricula
, 93, 203
Science discourse
, 99
Science education
, 90, 91, 98
Science-related issues
, 92
Science standards
, 90, 95
Science testing and assessment
, 89–91
Scientifically literate
, 199
Scientific knowledge
, 91, 197, 203, 205, 210
Scientific literacy
, 88, 91, 93–95, 98–100
Semantic webs and grids
, 259
Semiotics
, 22, 200
Shared book reading
, 116, 128, 129
Skill-building
, 162–163
Skills
, 5, 6, 7, 12, 27, 37–38, 41, 42, 43, 46, 47, 76, 79, 84, 88, 91, 106, 111, 112, 118, 145, 146, 162, 179, 182, 183, 184, 185, 186, 187, 188, 197, 198, 199, 202, 210, 219, 221, 226, 232, 233, 234, 235, 237–239, 240, 245, 250, 256, 257, 259
Socio-cultural
, 4, 184, 202, 207, 250, 251
Socio-economic factors
, 251
Socio-economic status
, 179, 185
Songs
, 129, 132, 135, 151
Special educational needs (SEN)
, 11, 54–55, 56, 61, 64, 65, 70, 74, 78–83, 84, 85, 234
Specialized academic vocabulary
, 75, 76, 77
Spontaneous
, 181, 197, 203, 209
STEM (Science, Technology, Engineering and Mathematics)
, 42
Strategic barriers
, 214, 215
Structural features
, 206
Supported e-texts
, 164
Support provision
, 60–63
Synergistic instruction
, 147
Targeted programs
, 130, 134, 139
Teacher advisor
, 214, 222–223
Teacher attitudes
, 9, 36, 65
Teacher education
, 9–10, 12, 14, 26, 27, 29, 39, 43, 44, 45, 56, 65, 75, 84, 98, 106, 110, 111, 167, 169, 182, 187–190, 234, 258
Teacher preparedness
, 216
Teacher roles
, 62, 106, 110–112
Teacher training
, 84, 239–241
Technology
, 6, 15, 20, 21, 23, 24, 28, 29, 30, 31, 159–173, 199, 202, 221, 227, 228, 251, 256
Text type
, 256, 260
Top level structure
, 254, 260
Transformed
, 107, 197, 208
Transition
, 213–228
UN Convention on the Rights of Persons with Disabilities
, 45, 55, 108
Undiagnosed
, 217
Universal programs
, 127, 130
Urban education
, 92, 93–95, 97, 100
Validity
, 82
Values
, 4, 9, 10, 73, 74, 106, 114, 136–138, 181, 210
Virtual reality
, 20, 167
Visible learning
, 14
Vocabulary
, 39–41, 75, 76, 79, 96, 119, 129, 199–200, 205, 208, 238, 252, 253, 255, 259–260
Wearable technologies
, 171
Well-being
, 39, 215–216
Wide reading
, 148
Word identification
, 145, 146, 147, 148, 155, 160
Word sorting
, 148, 153
Word walls
, 148
- Prelims
- Part I Literacy, Inclusion and Access to the Curriculum: International Insights
- Literacy and Inclusion: Current Perspectives
- Multiliteracies, Multimodality, New Literacies and …. What Do These Mean for Literacy Education?
- Examining the Literacy within Numeracy to Provide Access to the Curriculum for All
- Leadership Approaches to Inclusive Education: Learning from an Irish Longitudinal Study
- Inclusive Literacy Education and Reading Assessment for Language-Minority Students and Students with Special Educational Needs in German Elementary Schools
- Culturally Responsive Pedagogy, Science Literacy, and Urban Underrepresented Science Students
- Developing Inclusive Literacy Practices in South African Schools
- Part II Improving Student Literacy with Vulnerable Cohorts
- The First Time I’ve Felt Included: Identifying Inclusive Literacy Learning in Early Childhood through the Evaluation of Better Beginnings
- Effective Instruction for Primary Grade Students Who Struggle with Reading Fluency
- Engaging Students in Inclusive Literacy Learning with Technology
- Inclusive Reading Practices for Aboriginal and/or Torres Strait Islander Students in Australia
- Encouraging Literacy through Inclusive Science Investigations: How a Sense of Wonder Can Cater for Diversity
- Transition to Junior Secondary Schooling for Students with Learning Difficulties and Disabilities: A Study in Personalised Learning and Building Relational Agency in Schools
- Reflections of Staff and Students on the Introduction of Reciprocal Teaching as an Inclusive Literacy Initiative in an English Secondary School
- Inclusive Literacy for Students from Other Language Backgrounds
- Index