Factors that Aid and Impede Reading Programs of Students with and without Learning Disabilities: Five Pre-Service Teachers' Perceptions

Autor/inn/en	Narkon, Drue E.; Black, Rhonda S.; Jenkins, Amelia
Titel	Factors that Aid and Impede Reading Programs of Students with and without Learning Disabilities: Five Pre-Service Teachers' Perceptions
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 15 (2009) 4, S.161-170 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Preservice Teacher Education; Journal Writing; Reading Programs; Learning Disabilities; Reading Teachers; Reading Instruction; Teaching Methods; Barriers; Preservice Teachers; Student Journals; Special Education; General Education; Student Teacher Attitudes; Student Behavior; Elementary School Teachers; Regular and Special Education Relationship; Individualized Instruction; Curriculum Development; Small Group Instruction; Drills (Practice) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Zeitschriftenaufsatz; Learning handicap; Lernbehinderung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenzeitung; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Individualisierender Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Five undergraduate, dual preparation pre-service teachers who began their program in the fall of 2005 were followed through their second and third semesters of their two-year program of study. The study examined their (a) beliefs about how to teach reading to students with learning disabilities and to students without learning disabilities, and (b) if conceptual differences existed in the teachers' beliefs between these two groups of students. A qualitative study using a collective case study method addressed three research questions. Data collected and analyzed in the qualitative study included journal writing in the second and third semesters of a two-year program in general and special education, one-on-one digitally recorded interviews, an implementation of a reading lesson, and its lesson reflection. Pre-service teachers' instructional and conceptual beliefs differed between students with and without learning disabilities. An analysis across cases resulted in the identification of factors that were believed to aid and impede reading progress for students with and without learning disabilities. Pre-service teachers believed that students with learning disabilities academic learning behaviors impeded the teachers' ability the most to teach reading. Results from this study can contribute to a national database in reading teacher education, especially reading instruction for students with learning disabilities. (Contains 1 table.) (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10