Guidelines for Adapting Content Area Textbooks

Abstract

Textbook adaptations are often necessary in working with mainstreamed special education students

Get full access to this article

View all access options for this article.

References

Applebee, A.N. , Longer, J.A. , & Mullis, I.V.S. (1987). Literature and U.S. history: The instructional experience and factual knowledge of high school juniors. Princeton, NJ: Educational Testing Service.

Armbruster, B.B. , & Anderson, T.H. (1981). Content area textbooks (Reading Education Report No. 23). Champaign, IL: Center for the Study of Reading.

Baldwin, R.S. (1985). Children's literature and the reading program. In L.W. Searfoss & J.E. Readence (Eds.), Helping children learn to read (pp. 393–408). Englewood Cliffs, NJ: Prentice-Hall.

Beech, M.C. (1983). Simplifying text for main–streamed students. Journal of Learning Disabilities, 16, 400–402.

Bellenger, D.N. , Bernhardt, K.L. , & Golstucker, J.L. (1976). Qualitative research in marketing. Chicago: American Marketing Association.

Bender, W.N. (1985). Strategies for helping the mainstreamed student in secondary social studies classes. Social Studies, 76, 269–271.

Blanton, W.E. , Wood, K.D. , & Moorman, G.B. (1990). The role of purpose in reading instruction. The Reading Teacher, 43, 486–493.

Bos, C.S. , & Vaughn, S. (1988). Strategies for teaching students with learning and behavior problems. Boston: Allyn & Bacon.

Crawley, S.J. , & Mountain, L.H. (1988). Strategies for guiding content reading. Boston: Allyn & Bacon.

10.

Dupuis, M.M. , & Askov, E.N , (1982). Contentarea reading: An individualized approach. Englewood Cliffs, NJ: Prentice-Hall.

11.

Forgan, H.W. , & Mangrum, C. T. (1985). Teaching content area reading skills: A modular preservice and inservice program (3rd ed.). Columbus: Merrill.

12.

Fry, E. (1977). Fry's readability graph: Clarifications, validity, and extension to level 17. Journal of Reading, 21, 242–252.

13.

Fry, E.B. (1989). Reading formulas–Maligned but valid. Journal of Reading, 32, 292–297.

14.

Glaser, B.G. , & Strauss, A.L. (1967). The discovery of grounded theory. Chicago: Aldine.

15.

Graves, M.F. , Slater, W.H. , Roen, D. , Redd-Boyd, T. , Duin, A.H. , Furniss, D.W. , & Hazeltine, P. (1988). Some characteristics of memorable expository writing: Effects of revisions by writers from different backgrounds. Research in the Teaching of English, 22, 242–265.

16.

Heimlich, J.E. , & Pittelman, S.D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association.

17.

Huey, E.B. (1908). The psychology and pedagogy of reading. New York: Macmillan.

18.

Irvin, J.L. (1990). Reading and the middle school student. Boston: Allyn & Bacon.

19.

Irwin, J.W. (1986). Teaching reading comprehension processes. Englewood Cliffs, NJ: Prentice-Hall.

20.

Irwin, J.W. , & Baker, I. (1989). Promoting active reading comprehension strategies: A resource book for teachers. Englewood Cliffs, NJ: Prentice-Hall.

21.

Irwin, J.W. , & Davis, C.J. (1980). Assessing read-ability: The checklist approach. Journal of Reading, 24, 124–130.

22.

Johnson, R.E. , & Vardain, E.B. (1973). Reading, readability and social studies. The Reading Teacher, 26, 483–488.

23.

Klare, G.R. (1984). Readability. In P.D. Pearson (Ed.), Handbook of reading research (pp. 681–744). New York: Longman.

24.

Lapp, D. , Flood, J. , & Farnan, N. (1989). Content area reading and learning: Instructional strategies. Englewood Cliffs, NJ: Prentice-Hall.

25.

Lincoln, Y.S. , & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

26.

Masters, L.F. , & Mori, A.A. (1989). Teaching secondary students with mild learning and behavior problems: Methods, materials, strategies. Rockville, MD: Aspen.

27.

Mostropieri, M.A. , & Scruggs, T.E. (1989). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83–111.

28.

McWilliams, L. , & Rakes, T.A. (1979). Content inventories: English, social studies, science. Dubuque, IA: Kendall/Hunt.

29.

Moore, D.W. , Readence, J.E. , & Rickelman, R.J. (1989). Prereading activities for content area reading and learning (2nd ed.). Newark, DE: International Reading Association.

30.

Nagy, W.E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.

31.

Ohanian, S. (1990). P.L. 94-142: Mainstream or quicksand? Phi Delta Kappan, 72, 217–222.

32.

Osborn, J.H. , Jones, B.F. , & Stein, M. (1985). The case for improving textbooks. Educational Leadership, 42, 9–16.

33.

Patton, M.Q. (1980). Qualitative evaluation methods. Beverly Hills, CA: Sage.

34.

Polloway, E.A. , Patton, J.A. , Payne, J.S. , & Payne, R.A. (1989). Strategies for teaching learners with special needs (4th ed.). Columbus: Merrill.

35.

Radencich, M.C. , & Schumm, J.S. (1985). Script 'n scribe: Parallel study/writing strategies for college students. Reading World, 24, 88–96.

36.

Raygor, A. (1977). The Raygor readability estimate: A quick and easy way to determine difficulty. In P.D. Pearson (Ed.), Reading: Theory, research, and practice. Twenty-sixth yearbook of the National Reading Conference (pp. 259–263). Clemson, SC: National Reading Conference.

37.

Readence, J.E. , Bean, T.W. , & Baldwin, R.S. (1985). Content area reading: An integrated approach (2nd ed.). Dubuque, IA: Kendall-Hunt.

38.

Rhodes, L.K. , & Dudley-Marling, C. (1988). Readers and writers with a difference: A holistic approach to teaching learning disabled and remedial students. Englewood Cliffs, NJ: Prentice-Hall.

39.

Robinson, F.P. (1941). Effective study. New York: Harper & Row.

40.

Roe, B.D. , Stoodt, B.D. , & Burns, P.C. (1987). Secondary school reading instruction: The content areas (3rd ed.). Boston: Houghton Mifflin.

41.

Schula, J.B. , & Turnbull, A.P. (1984). Mainstreaming handicapped students: A guide for classroom teachers. Boston: Allyn & Bacon.

42.

Schumm, J.S. , & Mangrum, C. T. (in press). FLIP: A framework for fostering textbook thinking. Journal of Reading.

43.

Schumm, J.S. , & Vaughn, S. (1990, December). Planning for mainstreamed special education students: Perceptions of regular classroom teachers. Paper presented at the meeting of the National Reading Conference, Miami Beach.

44.

Schumm, J.S. , & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers' perspectives. Remedial and Special Education, 12(4), 18–27.

45.

Silberberg, N.E. , & Silberberg, M.C. (1969). The bookless curriculum: An educational alternative. Journal of Learning Disabilities, 20, 302–307.

46.

Singer, H. (1986). Friendly texts: Description and criteria. In E.K. Dishner , T.W. Bean , J.E. Readence , & D.W. Moore (Eds.), Reading in the content areas: Improving classroom instruction (pp. 112–118). Dubuque, IA: Kendall/Hunt.

47.

Stainback, W. , Stainback S. , Courtnage, L. , & Jaben, T. (1985). Facilitating mainstreaming by modifying the mainstream. Exceptional Children, 52, 144–152.

48.

Steinley, G.L. (1987). A framework for evaluating textbooks. Clearing House, 61, 114–118.

49.

Thomas, E.L. , & Robinson, H.A. (1982). Improving reading in every class: A sourcebook for teachers (3rd ed.). Boston: Allyn & Bacon.

50.

Tierney, R.J. , Readence, J.E. , & Dishner, E.K. (1990). Reading strategies and practices: A compendium (3rd ed.). Boston: Allyn & Bacon.

51.

Vacca, R. T. , & Vacca, J.L. (1989). Contenr area reading. Glenview, IL: Scott-Foresman.

52.

Vaughn, S., Schumm, J.S., Johnson, F., & Dougherty, T. (1991). What do students think when teachers make adaptations? Manuscript submitted for publication.

53.

Weiss, I.R. (1978). Report of the 1977 national survey of science, mathematics, and social studies education. Washington, DC: U.S. Government Printing Office.

54.

Wood, J.W. , & Wooley, J.A. (1986). Adapting textbooks. The Clearing House, 59, 332–335.