Literacy Instruction for Adolescents with Learning Disabilities: Examining Teacher Practice and Preparation

Autor/inn/en	Leko, Melinda M.; Alzahrani, Turkey; Handy, Tamara
Titel	Literacy Instruction for Adolescents with Learning Disabilities: Examining Teacher Practice and Preparation
Quelle	In: Learning Disabilities: A Contemporary Journal, 17 (2019) 1, S.117-138 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Literacy Education; Secondary School Teachers; Special Education Teachers; Reading Instruction; Learning Disabilities; Students with Disabilities; Teaching Methods; Vocabulary Development; Reading Comprehension; Formative Evaluation; Technology Integration; Educational Technology; Teacher Competencies; Secondary School Students; Adolescents; Faculty Development; Teacher Attitudes + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Leseunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit; Leseverstehen; Unterrichtsmedien; Lehrkunst; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lehrerverhalten
Abstract	This study presents findings from a survey of secondary special education teachers who teach reading to students with learning disabilities (LD). Respondents were 392 special education teachers from a large Midwestern State who completed an online or paper survey. Results indicate predominant foci of secondary special education teachers' reading instructional practices were teaching vocabulary and comprehension, engaging in ongoing formative assessment, and incorporating technology into instruction. Additionally, the majority of respondents report not feeling adequately prepared to teach reading to secondary students with LD. These findings are discussed in relation to the national discourse on adolescent literacy and special education teacher preparation. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01