Preparing Secondary Educators to Support Adolescent Struggling Readers

Autor/inn/en	Leko, Melinda M.; Mundy, Charlotte A.
Titel	Preparing Secondary Educators to Support Adolescent Struggling Readers
Quelle	In: Preventing School Failure, 56 (2012) 2, S.137-147 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2011.619220
Schlagwörter	Special Education Teachers; Reading Instruction; Secondary School Teachers; Reading Difficulties; Reading Strategies; Teacher Qualifications; Context Effect; Reading Skills; Curriculum; Influences; Knowledge Level; Teacher Education Programs + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseunterricht; Reading difficulty; Leseschwierigkeit; Reading strategy; Leselernstufe; Lesetechnik; Lehrqualifikation; Reading skill; Lesefertigkeit; Curricula; Lehrplan; Rahmenplan; Influence; Einfluss; Einflussfaktor; Wissensbasis
Abstract	The authors examined 3 secondary special education teachers' implementation of reading knowledge and strategies acquired during a 2-year preparation program. They collected and qualitatively analyzed interview and observation data to ascertain what strategies teachers used and why. Findings indicated that contextual factors (e.g., school-adopted curriculum, students' abilities) were important influences on the extent to which teachers could situate reading knowledge acquired during the preparation program. Implications for teacher educators and school personnel involved with the design and delivery of secondary reading instruction and teacher education are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10