Literaturnachweis - Detailanzeige
Autor/inn/en | Park, Yujeong; Kiely, Mary Theresa; Brownell, Mary T.; Benedict, Amber |
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Titel | Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency |
Quelle | In: Learning Disabilities Research & Practice, 34 (2019) 2, S.85-96 (12 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Park, Yujeong) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0938-8982 |
DOI | 10.1111/ldrp.12193 |
Schlagwörter | Special Education Teachers; Knowledge Level; Teaching Methods; Reading Instruction; Reading Fluency; Learning Disabilities; Oral Reading; Grade 3; Grade 4; Grade 5; Elementary Education; Predictor Variables; Achievement Gains Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Learning handicap; Lernbehinderung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementarunterricht; Prädiktor; Achievement gain; Leistungssteigerung |
Abstract | The purpose of this study was to explore the relationships among (1) special education teachers' knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers' knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |