Reading Comprehension Feasibility Perspectives from Teachers of a Residential Children's Treatment Facility: A Focus Group Study

Autor/inn/en	Sanders, Sara; Jolivette, Kristine; Michael, Elizabeth; Rollins, Lauren H.; Swoszowski, Nicole Cain
Titel	Reading Comprehension Feasibility Perspectives from Teachers of a Residential Children's Treatment Facility: A Focus Group Study
Quelle	In: Education and Treatment of Children, 44 (2021) 1, S.31-36 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanders, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Reading Comprehension; Reading Instruction; Residential Institutions; Children; Special Education Teachers; Teacher Attitudes; At Risk Persons; Behavior Disorders; Emotional Disturbances; Lifelong Learning; Individualized Instruction; Cognitive Style; Reading Attitudes; Barriers + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Wohnumgebung; Child; Kind; Kinder; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Risikogruppe; Gefühlsstörung; Life-long learning; Lebenslanges Lernen; Individualisierender Unterricht; Cognitive styles; Kognitiver Stil; Reading behavior; Rading behaviour; Leseverhalten
Abstract	The current study investigated perceptions on reading comprehension instruction within a residential treatment facility. Four special education teachers participated in a focus group, identifying facilitators and barriers to teaching reading comprehension within a restrictive education setting to youth with and at-risk for emotional and behavioral disorders. Study findings indicate that facilitators for reading comprehension instruction within the classroom include the belief that reading is a life-long skill, the importance of differentiating instruction, and an understanding that youth learn in different ways. Contextual setting and youth attributes, a delay in academic instruction, incomplete instructional toolbox, and teacher and youth buy-in are identified barriers to reading comprehension instruction within a residential treatment facility. Suggestions for addressing these barriers, as well as future directions for research are outlined. This study highlights a need for additional investigation into stakeholder perceptions regarding reading instruction in restrictive educational settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01