Influence of Teachers' Knowledge of Language Components and Universal Design for Learning on Students' Reading Performance

Autor/in	Baker, Beth
Titel	Influence of Teachers' Knowledge of Language Components and Universal Design for Learning on Students' Reading Performance
Quelle	(2012), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-8444-2
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Reading Teachers; Reading Instruction; Pedagogical Content Knowledge; Access to Education; Teacher Effectiveness; Measures (Individuals); Correlation; Reading Achievement; Predictor Variables; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Leseunterricht; Pädagogische Kompetenz; Education; Access; Bildung; Zugang; Bildungszugang; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messdaten; Korrelation; Leseleistung; Prädiktor
Abstract	Opinion regarding the importance of skilled reading converges in an almost unanimous voice. Despite the overwhelming importance of reading, 33% of fourth graders experience reading failure (The National Center for Education Statistics, 2009). Additionally, classrooms are composed of diverse learners with various learning styles and abilities (Edyburn, 2007). The variable of teacher effectiveness has been substantially documented as it relates to student achievement. One factor contributing to teacher effectiveness includes disciplinary knowledge (Spear-Swerling & Cheesman, 2011). The purpose of the present study was to explore the influence of teachers' knowledge of language components and teachers' knowledge of Universal Design for Learning on students' reading performance. Participants were 67 elementary K-2 teachers from two counties in Northwest Florida. Two instruments were used in the data collection. The teachers reported the students' reading performance from the most recent results of the Discovery Education Assessment. The researcher performed Pearson product-moment correlation analyses to explore the relationships between the variables. According to the results on both knowledge instruments, a lack of knowledge about the constructs addressed was evident. No significant correlation was found between teachers' knowledge of language and teachers' knowledge of Universal Design for Learning and students' reading performance. The results of the study contributed to the body of knowledge about what teachers need to know to increase reading performance as well as the need for further research to inform preparation, instruction, and policy. The need for improved teacher training and professional development is supported by the research. In addition teachers' knowledge of language and Universal Design for Learning were addressed together. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01