“School's Not Really a Place for Reading”: A Research Synthesis of the Literate Lives of Students with Severe Disabilities

By C. Kliewer, D. Biklen. 2001

141 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/f8b13a6f16c7240ad15a7fbd2b191fbb11b8c3ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. F. Spooner
2. D. Test
3. P. Mirenda
4. D. Browder
5. Kimberly Knesting
6. L. Lindstrom
7. Bonnie Doren

In Developmental and Educational Psychology

1. D. Browder
2. F. Spooner
3. M. Hudson
4. D. Test
5. Claudia Flowers
6. Joshua N. Baker
7. L. Ahlgrim-Delzell
8. J. Klingner

In Safety Research

1. F. Spooner
2. D. Browder
3. M. Hudson
4. D. Test
5. S. Dymond
6. L. Ahlgrim-Delzell
7. J. Klingner
8. P. Mirenda

Citations in the corpus

• Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication (2011, background): “…studies have shown benefits for classroom membership and participation in classroom activities through communication and writing instruction (Erickson & Koppenhaver, 1997; Kliewer & Biklen, 2001; Kliewer, Fitzgerald, MeyerMork,Hartman,&English-Sand, 2004;Ryndak,Morrison, & Sommerstein, 1999).”
• The Dynamic Relationship between Context, Curriculum, and Student Learning: A Case for Inclusive Education as a Research-Based Practice (2008, unknown): “…Kennedy, 1995; Kennedy, Shukla, & Fryxell, 1997; Logan et al., 1998), (b) language development and use (Miles, Cole, Jenkins, & Dale, 1998), (c) literacy (Kliewer & Biklen, 2001; Ryndak et al., 1999), and (d) general education content areas (Hunt, Staub, Alwell, & Goetz, 1994; Miles et al., 1998).”
• Qualitative Studies in Special Education (2005, background): “Personal narratives and life histories are prominent forms of qualitative work that explore the lived experiences of people with disabilities (Bogdan & Taylor, 1976, 1994; Heshusius, 1981; Kliewer, 1998; Kliewer & Biklen, 2001).”
• Research on Reading Instruction for Individuals with Significant Cognitive Disabilities (2006, background): “Through a series of qualitative studies, Kliewer and Biklen (2001) found that students with severe disabilities’ skills with printed language proceeded from their social engagement, often taking the form of localized conversation.”
• Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, background): “Kliewer and Biklen (2001) likened this traditional goal of reading to a ladder climbed one rung at a time until the top is reached (e.g., independent reading).”
• An Evaluation of a Multicomponent Early Literacy Program for Students With Severe Developmental Disabilities (2012, background): “Kliewer and Biklen (2001) found in their qualitative research that sometimes “school’s not really a place for reading” for students with severe developmental disabilities (see Note 1).”
• The hunt for disability: The new eugenics and the normalization of school children (2002, unknown): “~Kliewer & Biklen, 2001, p. 11!.”
• “He's Not Really a Reader …”: Perspectives on Supporting Literacy Development in Individuals with Autism (2003, background): “Recent research concerning the factors related to successful literacy learning suggests that learners with and without disabilities may be more similar than previously thought (Cunningham et al., 1991, 1998; Koppenhaver, Evans, & Yoder, 1991; Koppenhaver, Pierce, Steelman, & Yoder, 1995).”