Addressing Word Recognition in Adolescents: Using an Improvement Science Approach to Prepare Teachers

Autor/in	Young, Lindsay R.
Titel	Addressing Word Recognition in Adolescents: Using an Improvement Science Approach to Prepare Teachers
Quelle	(2023), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-5284-2
Schlagwörter	Hochschulschrift; Dissertation; Word Recognition; Adolescents; Secondary School Students; Students with Disabilities; Reading Difficulties; Reading Instruction; Reading Teachers; Secondary School Teachers; Special Education Teachers; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Worterkennung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	More than two thirds of students with disabilities enter secondary school with reading difficulties (Capin et al., 2022). Moreover, half of all secondary students who struggle with reading may still have word recognition difficulties (Hock et al., 2009; Leach et al., 2003; Spear-Swerling, 2015) making lack of attention to reading instruction a problem that must be addressed. However, reading instruction and practice decrease as students move up in grades making secondary word-level instruction for multisyllabic words almost non-existent (Capin et al., 2022; Kamil et al., 2008; Swanson, 2008). Due to the fact that federal and state initiatives often focus on early literacy (Hock et al., 2009), and districts and publishing companies follow suit, secondary teachers are often left without the training, resources, or time to effectively address the word recognition difficulties of adolescents (Lovett et al., 2021). The purpose of this study was to understand what happens when secondary special education teachers and instructional leaders are provided with professional development in WordBuilder Intervention to explicitly address adolescents' word recognition needs. Using an improvement science approach, a multi-component professional development program was designed and delivered to address three goals: (a) building knowledge of the science of effective reading instruction (b) training teachers to use WordBuilder Intervention in their setting and (c) determining teachers' perceptions about the impact of such training on their classroom practices and instruction. Findings suggest that although the teachers perceived the professional development experience as clear and effective and the tool as engaging and easy to use, these factors do not consistently lead to implementation. Barriers to implementation fall into two main areas: systems level barriers and individual difficulties. At the systems level teachers identified the following concerns with implementation: lack of technology, time constraints, deviation from grade-level standards, and large class sizes. At the individual level, implementation seems to be determined by teacher interest and passion, which ultimately drive attainment of knowledge about the Science of Reading, use of teaching strategies/tools, and what happens in the classroom. Implications of these findings for future district literacy trainings and practices are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01