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| Autor/inn/en | Taylor, D. Bruce; Ahlgrim-Delzell, Lynn; Flowers, Claudia |
|---|---|
| Titel | A Qualitative Study of Teacher Perceptions on Using an Explicit Instruction Curriculum to Teach Early Reading Skills to Students with Significant Developmental Disabilities |
| Quelle | In: Reading Psychology, 31 (2010) 6, S.524-545 (22 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-2711 |
| Schlagwörter | Early Reading; Developmental Disabilities; Reading Skills; Instructional Effectiveness; Reading Instruction; Teaching Methods; Teacher Attitudes; Educational Practices; Beliefs; Observation; Interviews; Reading Comprehension; Word Recognition; Phonemic Awareness; Phonics |
| Abstract | This study examines teachers' perceptions about a structured literacy curriculum that uses explicit instruction and teacher script combined with instructional practices common in special education such as time delay, error correction, and prompting strategies. The main research question addressed by this study was "What are the perceptions and beliefs of teachers of students with significant developmental disabilities about the effects of using an explicit reading instruction curriculum?" Three themes or key findings emerged from our analysis of the data regarding teachers' perceptions of such curricula. These themes suggest that these teachers believe that a structured literacy curriculum has a positive impact on student learning, teacher effectiveness, and teacher self-efficacy. (Contains 3 tables and 1 note.) (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 | 2017/4/10 |
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