Abstract
Effective inclusive classrooms are essential for ensuring that all children achieve proficiency in literacy. Despite great strides in research, many elementary classrooms are not employing evidence-based practices in literacy instruction, resulting in many students not reaching basic literacy standards. This chapter includes the research associated with effective inclusionary literacy practices: systems-level coordination, strong leadership, data-based differentiation and individualization, monitoring of instructional quality, and targeted professional development. In addition, this chapter will outline the need for ensuring that the five necessary components for reading instruction, as recommended by the National Reading Panel (2000), phonological and phonemic awareness, phonics and word recognition, fluency, vocabulary, and comprehension, are being included in inclusive elementary classrooms. Each component’s importance is defined, and elements of effective instruction and assessment are also described, including additional resources to aid implementation.
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