Reading Instruction for Students with Reading Disabilities
Abstract
Students with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scient... Show moreStudents with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scientifically-based reading instruction, many students will struggle with the reading process, and many will not learn to read at a proficient level. Therefore, it was the purpose of this qualitative research study to explore the lived experiences of elementary special education teachers currently teaching reading to students with reading disabilities. Through the use of a hermeneutic phenomenological design, the researcher utilized questionnaires and semi-structured interviews of elementary learning support teachers in order to develop a deeper understanding of the internal and external factors that affect their practice. The researcher subsequently transcribed, coded, and analyzed the content of the interviews to identify themes within three broad categories: 1) internal factors influencing the teaching practices of elementary special education teachers as they teach students with a reading disability to read, 2) external factors influencing the practices of elementary special education teachers as they teach students with a reading disability to read, and 3) specialized knowledge that special education teachers possess and apply when teaching students with a reading disability to read. Through this study, the researcher sought to better understand these factors and how they affect the practices carried out by special education teachers in their pursuit of teaching students to read proficiently. The insights garnered through this process illuminated the importance of understanding how various factors influence how special education teachers plan and carry out specialized reading instruction for students with reading disabilities. Show less
Year Issued
2022
Author
Rebecca Whitman
Sub-title
The Internal and External Factors Influencing the Teaching Practices of Elementary Special Education Teachers when Working with Students with Reading Disabilities
Title
Chapel
Title
Morrow Field House
Title
Bailey Library
Title
Boozel Dining Hall
Title
North Hall
Title
Old Main
Title
Spotts World Culture Building
Title
Strain Safety Building
Sub-title
Strain Behavioral Science Building
Title
Robert M Smith Student Center
Title
Patterson Hall
Title
President's Residence
Title
Pearl K Stoner Instructional Complex
Sub-title
East and West Gym
Title
Robert A Lowry Center
Title
Gail Rose Lodge
Title
Foster, Gary Interview Audio
Year Created
1994
Abstract
Audio recording of the interview of Gary Foster on November 22, 1994.
Sub-title
Baseball in Pennsylvania Oral History Collection
Title
Robert N Aebersold Student Rec Center
Sub-title
The ARC
Title
Queens of Slippery Rock Oral History Collection
Abstract
The Queens of Slippery Rock Oral History project was conceived by Dr. Mark O'Connor, an associate professor of English at SRU. Rose Xavier, an English literature major from the class of 2018, researched and conducted interviews of Slippery Rock Homecoming Queens. The... Show moreThe Queens of Slippery Rock Oral History project was conceived by Dr. Mark O'Connor, an associate professor of English at SRU. Rose Xavier, an English literature major from the class of 2018, researched and conducted interviews of Slippery Rock Homecoming Queens. The research culminated in the essay “Queens of Slippery Rock” co-authored by Xavier and Brenna Waugaman for the 2018 edition of SLAB literary magazine. Show less