Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities

Autor/inn/en	Theobald, Roddy J.; Goldhaber, Dan D.; Holden, Kristian L.; Stein, Marcy L.
Titel	Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities
Quelle	In: Exceptional Children, 88 (2022) 4, S.381-400 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221081236
Schlagwörter	Special Education Teachers; Preservice Teacher Education; Literacy Education; Reading Instruction; Theory Practice Relationship; Scores; Reading Tests; Reading Achievement; Students with Disabilities; Decoding (Reading); Phonological Awareness; Phonics; Reading Fluency; Student Teaching; Predictor Variables; Washington + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Theorie-Praxis-Beziehung; Lesetest; Leseleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dekodierung; Teaching practice; Unterrichtspraxis; Prädiktor
Abstract	We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in Grades 4 to 8. These students tended to have larger reading gains when their districts used evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that used balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher's student teaching placement was supervised by a more experienced cooperating teacher. [For the corresponding grantee submission, see ED618761.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01