Two-presentation weekly structure pairing typically developing learners' perspective with exceptional learning needs perspective

Design · All designs
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description

Within each week of the literacy unit, the targeted topic was addressed in two presentations. "During the Þrst presentation each week, the targeted topic was addressed using a chapter from Bursuck and Damer (2007) as the anchor" from the perspective of typically developing learners; "during the second presentation each week, the same topic was addressed from the perspective of students with exceptional learning needs, again using research evidence to guide the content." Assessment and intervention addressed a continuum of strategies for students with disabilities ranging from mild to severe.

Design Implications

Context

Requirements

• Faculty expertise divided by topic strength, with one faculty member presenting in the first weekly session and topics divided based on perceived strength.

Constraints

• The curriculum had to address emergent literacy across K-12 grade levels because both licensure programs are K-12.

Target Learners

• Preservice special education teacher candidates preparing to teach across K-12 grade levels and disability populations

Learning Goals

• Applying research-based literacy assessment and instruction to both typically developing learners and students with exceptional learning needs

Claims

• Preservice special educators in the 2008 cohort showed significant pretest-to-posttest knowledge gains after the 6-week co-taught literacy unit [+M] — gains from the whole unit, of which this weekly structure is one part
• Preservice special educators in the 2009 cohort showed significant pretest-to-posttest knowledge gains, with instruction replicated consistently across years [+M]
• The study could not determine whether knowledge gains transferred to participants' classroom teaching [~W]

Related Designs

• Six-week co-taught literacy unit embedded in special education methods courses — the unit whose weekly presentations follow this structure
• Co-teach the literacy unit by combining mild and intense interventions methods courses

Examples

-

Key Sources

• Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-Week, Co-Taught Literacy Unit on Preservice Special Educators' Literacy-Education Knowledge. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20485

Page metadata

Field	Value
type	design
id	dual-perspective-weekly-literacy-presentations
title	Two-presentation weekly structure pairing typically developing learners' perspective with exceptional learning needs perspective
description	Within each week of the literacy unit, the targeted topic was addressed in two presentations.
status	review
generated	by process:settle-candidates on 2026-10-16
trust	unverified — no one has confirmed this page's content
sources	1 — pufpaff-2010

Frontmatter is the page's machine-readable record — see the Schema & Guide.