Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms

Autor/inn/en	Wexler, Jade; Kearns, Devin M.; Lemons, Christopher J.; Mitchell, Marisa; Clancy, Erin; Davidson, Kimberly A.; Sinclair, Anne C.; Wei, Yan
Titel	Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms
Quelle	In: Exceptional Children, 84 (2018) 4, S.384-402 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918771543
Schlagwörter	Reading Instruction; Teaching Methods; Reading Comprehension; Team Teaching; Language Arts; Middle School Teachers; Special Education Teachers; Learning Activities; Grouping (Instructional Purposes); Teacher Role; Disabilities; Teacher Student Relationship; Reading Materials; Observation; Literacy Education; Middle School Students + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Teamteaching; Sprachkultur; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lernaktivität; Grouping; Gruppenbildung; Lehrerrolle; Handicap; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Beobachtung; Student; Students; Schüler; Schülerin
Abstract	This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time spent on literacy activities involved reading aloud or silently with no co-occurring literacy instruction that supports reading comprehension. Students with disabilities spent a majority of their time in whole-class instruction or working independently with little teacher interaction. Special education teachers spent most of their time supporting whole-class instruction led by the content-area teacher. Implications and directions for future research are provided. (As Provided).
Anmerkungen	SAGE Publications. 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	2020/1/01