Search results for author:"David A. Koppenhaver"
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Developing Technology-Supported, Evidence-Based Writing Instruction for Adolescents with Significant Writing Disabilities
Assistive Technology Outcomes and Benefits Vol. 7, No. 1 (2011) pp. 1–23
Writing is a recursive and complex set of cognitive processes that can be taught effectively to students with disabilities. Employing an adapted cognitive theory of writing, a broad view of what constitutes evidence, and the support of a variety of...
Natural Emergent Literacy Supports for Preschoolers with Autism and Severe Communication Impairments
Topics in Language Disorders Vol. 23, No. 4 (2003) pp. 283–92
Print materials, experiences, and writing technologies were introduced to three preschoolers (age 3) with autism and severe communication impairments. The goal was to increase natural literacy learning opportunities. Children found the materials and ...
Journal of Adolescent & Adult Literacy Vol. 60, No. 1 (2016) pp. 45–54
This article reports on a study of K-12 teachers' responses to an innovative flipped professional development series focused on literacy instruction. Thirty-six participants voluntarily enrolled in one or more of three professional development...
Internet Workshop and Blog Publishing: Meeting Student (and Teacher) Learning Needs to Achieve Best Practice in the Twenty-First-Century Social Studies Classroom
Social Studies Vol. 101, No. 2 (2010) pp. 46–53
Social studies educators are responsible for successfully teaching students the knowledge, skills, and values necessary to be effective citizens. The National Council for the Social Studies urges educators to design technology-enhanced experiences...