Classroom Environmental Factors as Correlates of Reading Engagement among Secondary School Students with Learning Disabilities in Ibadan, Nigeria

Autor/in	Lazarus, Kelechi Uchemadu
Titel	Classroom Environmental Factors as Correlates of Reading Engagement among Secondary School Students with Learning Disabilities in Ibadan, Nigeria
Quelle	In: Journal of the International Association of Special Education, 21 (2021) 1, S.11-21 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Secondary School Students; Students with Disabilities; Reading Materials; Student Attitudes; Learner Engagement; Correlation; Foreign Countries; Reading Instruction; Teacher Student Relationship; Screening Tests; Check Lists; Disability Identification; Classroom Environment; Reading Attitudes; Learning Disabilities; Nigeria + Suchen Sie Ihr Suchwort? Sekundarschüler; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten; Korrelation; Ausland; Leseunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Screening-Verfahren; Checkliste; Klassenklima; Unterrichtsklima; Reading behavior; Rading behaviour; Leseverhalten; Learning handicap; Lernbehinderung
Abstract	The goal of this study was to investigate the relationship between classroom environmental variables (that is, physical classroom environment, availability of reading materials, teacher support during reading instruction) and reading engagement among students with learning disabilities in junior secondary schools (JSS) in Ibadan, Nigeria. The multistage sampling procedure and purposive sampling were used to select three hundred and sixteen (316) JSS 1 students with learning disabilities. Two instruments were used for data collection: Screening Checklist for Suspected Learning Disabilities and the Classroom Environment and Reading Engagement Questionnaire comprising items on the physical classroom environment, availability of reading materials, teacher support during reading instruction, and reading engagement. Data were analysed using Pearson's product moment correlation and multiple regression. Results revealed that the physical classroom environment, availability of reading materials, and teacher support during reading instruction demonstrated significant positive relationships with reading engagement among JSS students with learning disabilities. There were joint and relative contributions of the physical classroom environment, availability of reading materials, and teacher support during reading instruction to reading engagement among JSS students with learning disabilities. It was recommended that teachers and school administrators encourage sustained reading engagement among students with learning disabilities by ensuring that they provide adequate reading instructional support and make the classrooms conducive to reading instruction. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: https://iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01