Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective

Autor/in	Feiker Hollenbeck, Amy R.
Titel	Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective
Quelle	In: Learning Disability Quarterly, 36 (2013) 2, S.112-125 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948712451975
Schlagwörter	Learning Disabilities; Reading Instruction; Reading Comprehension; Special Education Teachers; Educational Practices; Instructional Effectiveness; Teacher Effectiveness; Case Studies; Beliefs; Pedagogical Content Knowledge; Classroom Observation Techniques; Interviews; Content Analysis; Lesson Plans; Teaching Styles + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Leseunterricht; Leseverstehen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Case study; Fallstudie; Case Study; Belief; Glaube; Pädagogische Kompetenz; Interviewing; Interviewtechnik; Inhaltsanalyse; Lesson planning; Unterrichtsplanung; Lehrstil; Unterrichtsstil
Abstract	This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a unique case: Her focus on supporting students with reading comprehension utilizing an instructional model described as "talking about books" varies from typical practices used by special educators. Passionately articulating the importance of teachers assuming responsibility for the learning of students with LD, Wendy simultaneously attributes limitations in her own students' growth to the complexities of text at the intermediate level. Implications for extending research and refining practice are presented in conclusion. (Contains 2 tables and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10