A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders

Autor/in	Spear-Swerling, Louise
Titel	A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders
Quelle	In: Journal of Learning Disabilities, 42 (2009) 5, S.431-443 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219409338738
Schlagwörter	Spelling; Field Experience Programs; Special Education Teachers; Literacy; Grade 2; Reading Instruction; Tutoring; Phonics; Language Arts; Preservice Teachers; Preservice Teacher Education; Reading Skills; Syllables; Pretests Posttests; Reading Difficulties; Professional Development; Pedagogical Content Knowledge; Vowels; Phonemes; Decoding (Reading); Phonemic Awareness + Suchen Sie Ihr Suchwort? Schreibweise; Praxisnahes Lernen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Leseunterricht; Förderkonzept; Nachhilfeunterricht; Sprachkultur; Lehramtsstudiengang; Lehrerausbildung; Reading skill; Lesefertigkeit; Silbe; Reading difficulty; Leseschwierigkeit; Pädagogische Kompetenz; Fonem; Dekodierung
Abstract	This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers. (Contains 3 tables.) (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	2017/4/10