Examining Secondary Special Education Teachers' Literacy Instructional Practices

Autor/inn/en	Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.
Titel	Examining Secondary Special Education Teachers' Literacy Instructional Practices
Quelle	In: Exceptionality, 25 (2017) 1, S.26-39 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2016.1196442
Schlagwörter	Special Education Teachers; Educational Practices; Statistical Analysis; Qualitative Research; Formative Evaluation; Reading Programs; Adolescents; Literacy; Reading Instruction; Summative Evaluation; Online Surveys; Secondary School Teachers; Disabilities; Correlation; Regular and Special Education Relationship; Likert Scales + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Statistische Analyse; Qualitative Forschung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Handicap; Behinderung; Korrelation; Likert-Skala
Abstract	This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses 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. Major themes included the widespread use of commercial reading programs and a bifurcation of instructional roles. These findings are discussed in relation to the national discourse on adolescent literacy and current schooling initiatives including the Common Core State Standards and Multi-tiered Systems of Support. (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	2020/1/01