TY - JOUR
T1 - Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency
AU - Park, Yujeong
AU - Kiely, Mary Theresa
AU - Brownell, Mary T.
AU - Benedict, Amber
N1 - Funding Information:
This study was performed within the context of a 4-year research grant funded by the Institute for Education Sciences. Data for this analysis were collected during the third year of the larger study, the 2009–2010 school year. Data for teachers participating in both the control and treatment group were included in this study, as the purpose was to establish relationships among teachers’ knowledge, instructional practice, and student achievement, rather than to determine the effects of treatment.
Publisher Copyright:
© 2019 The Division for Learning Disabilities of the Council for Exceptional Children
PY - 2019/5
Y1 - 2019/5
N2 - The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed.
AB - The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed.
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U2 - 10.1111/ldrp.12193
DO - 10.1111/ldrp.12193
M3 - Article
AN - SCOPUS:85061260335
SN - 0938-8982
VL - 34
SP - 85
EP - 96
JO - Learning Disabilities Research and Practice
JF - Learning Disabilities Research and Practice
IS - 2
ER -