Reading Instruction for Students with Learning Disabilities in Grades 4 and 5: An Observation Study

Autor/inn/en	Ciullo, Stephen; Ely, Emily; McKenna, John William; Alves, Kat D.; Kennedy, Michael J.
Titel	Reading Instruction for Students with Learning Disabilities in Grades 4 and 5: An Observation Study
Quelle	In: Learning Disability Quarterly, 42 (2019) 2, S.67-79 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948718806654
Schlagwörter	Reading Instruction; Students with Disabilities; Learning Disabilities; Grade 4; Grade 5; Elementary School Students; Teaching Methods; Special Education; Special Education Teachers; Teacher Attitudes; Phonics; Reading Comprehension; Observation; School Effectiveness; Low Achievement + Suchen Sie Ihr Suchwort? Leseunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Leseverstehen; Beobachtung; Schuleffizienz; Unterdurchschnittliche Leistung
Abstract	Researchers conducted an observation study to explore the instructional practices of special education teachers (N = 20) responsible for teaching reading to students with learning disabilities in Grades 4 and 5. With this study, researchers addressed gaps in previous related literature and improved understanding of how teachers spend their time teaching reading. Researchers observed 80 lessons and found that special educators addressed a wide range of instructional skills. The majority of teachers provided targeted phonics instruction, and overall, minimal instructional time was lost due to off-task behavior. Consistent with previous studies, teachers predominantly monitored reading comprehension by asking questions after reading, while reading comprehension strategy instruction accounted for a smaller proportion of instructional time. Researchers conducted focus groups to explore teachers' perceptions of professional development and determine needs for future teacher training and research. (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	2020/1/01