Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance

2019 ◽  
Vol 43 (3) ◽  
pp. 235-256
Author(s):  
Carol Sue Englert ◽  
Troy V. Mariage ◽  
Adrea J. Truckenmiller ◽  
Julie Brehmer ◽  
Karen Hicks ◽  
...  
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Struggling Readers ◽  
Oral Reading ◽  
Teaching Reading ◽  
Self Confidence ◽  
Literacy Course ◽  
And Performance ◽  
Reading Miscues ◽  
Preparedness To Teach

In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.

scholarly journals Eliminating the gap between the use of assistive technologies and the inclusion of people with intellectual disabilities in leisure activities

2021 ◽  
Vol 27 (2) ◽  
pp. 146045822110050
Author(s):  
Ioanna Dratsiou ◽  
Maria Metaxa ◽  
Evangelia Romanopoulou ◽  
Foteini Dolianiti ◽  
Dimitris Spachos ◽  
...  
Keyword(s):  
Intellectual Disabilities ◽  
Learning Experience ◽  
Leisure Activities ◽  
Assistive Technologies ◽  
Global Satisfaction ◽  
Constructive Learning ◽  
Formal Caregivers ◽  
Self Confidence ◽  
Ict Tools ◽  
And Performance

Information and Communication Technology (ICT) tools and Assistive Technologies (AT) can support people with Down Syndrome (PDS) and Intellectual Disabilities (PID) in increasing their self-confidence and independence, enhancing skills, and competences, participating in leisure activities. For families of PDS/PID, professionals, non-formal caregivers and volunteers, the challenge is to appreciate the benefits of ICT Tools in promoting inclusion. The aim of this study is to present the interdisciplinary and multidimensional scope of the DS Leisure project aiming at promoting the inclusion of PDS/PID through innovative ICT tools and their participation in inclusive leisure activities. Particularly, 24 individuals were asked to assess the global satisfaction and performance of PDS/PID, as well as the exploitation of ICT tools. Findings suggested that PDS/PID specific social, decision-making, and communication skills were significantly improved after their participation in the Experiential Activity and the e-Training platform was positively rated and considered a constructive learning experience.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

Miscue Analysis: A Critical Review

1979 ◽  
Vol 11 (2) ◽  
pp. 163-175 ◽  
Author(s):  
Karen L. Wixson
Keyword(s):  
Oral Reading ◽  
Critical Review ◽  
Normative Data ◽  
Instructional Method ◽  
Complex Interaction ◽  
Miscue Analysis ◽  
Reading Miscues

Miscue analysis procedures are becoming increasingly popular for both research and evaluation purposes. Although there are no normative data available to guide the interpretation of a reader's oral reading miscues, there are a number of studies which may be used for this purpose. However the evidence also suggests that miscue patterns are subject to considerable variation as a function of a complex interaction among several factors including instructional method, the reader's background, skills, and purpose for reading, and the nature and content of the written material. The information reported to date suggests that both the assumptions underlying miscue analysis and the procedures used to analyze miscues require additional rigorous empirical explication and validation.

Do Anxious Swimmers Swim Slower? Reexamining the Elusive Anxiety-Performance Relationship

1988 ◽  
Vol 10 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Damon Burton
Keyword(s):  
Low Complexity ◽  
Performance Measure ◽  
Somatic Anxiety ◽  
Self Confidence ◽  
Cognitive Anxiety ◽  
Long Duration ◽  
Two Samples ◽  
And Performance ◽  
Moderate Complexity ◽  
The Relationship

The purpose of this investigation was to utilize a multidimensional measure of anxiety and a more sensitive intraindividual performance measure to evaluate the relationship between anxiety and performance. Three hypotheses were tested. First, cognitive anxiety is more consistently and strongly related to performance than is somatic anxiety. Second, somatic anxiety demonstrates an inverted-U relationship with performance, whereas self-confidence and performance exhibit a positive linear relationship and cognitive anxiety and performance exhibit a negative one. Finally, short duration and high and low complexity events demonstrate stronger relationships between somatic anxiety and performance than do long duration or moderate complexity events. Two samples of swimmers completed the CSAI-2 prior to competition, and performance data were obtained from meet results. Correlational and multiple regression analyses generally supported Hypotheses 1 and 3, while polynomial trend analyses on standardized CSAI-2 scores confirmed trends predicted in Hypothesis 2. Overall, these results not only revealed that improved instrumentation allows demonstration of consistent anxiety-performance relationships, but they also provided additional construct validity for the CSAI-2.

Training parents as effective listeners of their children's reading

1987 ◽  
Vol 1 ◽  
pp. 1-10
Author(s):  
S. Raciti ◽  
P. Mathams
Keyword(s):  
Special Education ◽  
Oral Reading ◽  
Pilot Project ◽  
Reading Program ◽  
Reading Programs ◽  
Children's Reading ◽  
Target Children ◽  
Children’S Reading

This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.

The Relative Effectiveness of Reading in Large Print and with Low Vision Devices for Students with Low Vision

1992 ◽  
Vol 86 (1) ◽  
pp. 48-53 ◽  
Author(s):  
A J. Koenig ◽  
C.A. Layton ◽  
D.B. Ross
Keyword(s):  
Oral Reading ◽  
Low Vision ◽  
Relative Effectiveness ◽  
Multidisciplinary Teams ◽  
Case Study Approach ◽  
Reading Behaviors ◽  
Study Approach ◽  
Working Distance ◽  
Reading Miscues

This study explored the value of an objective procedure to evaluate the relative effectiveness of reading large print and reading regular print with low vision devices for six students with low vision. Data on observable reading behaviors—oral and silent reading rates, working distance, and oral reading miscues—were collected and analyzed using a case-study approach. The procedure provided useful information for consideration by multidisciplinary teams.

Making Visible the Invisible: Multistudy Investigation of Disproportionate Special Education Identification of U.S. Asian American and Pacific Islander Students

2020 ◽  
Vol 86 (4) ◽  
pp. 449-467
Author(s):  
Amanda L. Sullivan ◽  
Tara Kulkarni ◽  
Vichet Chhuon
Keyword(s):  
Special Education ◽  
Relative Risk ◽  
Asian American ◽  
Quantitative Research ◽  
Descriptive Analysis ◽  
Pacific Islander ◽  
The United States ◽  
Asian And Pacific Islander ◽  
And Performance ◽  
Special Education Identification

Although disproportionality has been a focus of special education research for more than 50 years, relatively few researchers have addressed potential inequitable or inappropriate treatment of Asian American and Pacific Islander (AAPI) students in the United States, particularly in quantitative research. This multistudy investigation explored patterns and predictors of AAPI representation in special education using (a) data from states’ federal child count reports and (b) a subsample of 4,290 participants from the Early Childhood Longitudinal Study–Kindergarten Class of 2010–11 (ECLS-K:2011). Descriptive analysis of states’ child count data indicated that, compared to White students, Asian and Pacific Islander students’ relative risk of identification differed for most disabilities, with Pacific Islanders generally demonstrating higher relative risk. Multivariate analysis of the ECLS-K:2011 subsample indicated that ethnic group differences in risk of special education identification were not robust to sociodemographic and performance controls. We discuss potential contributors to these patterns and implications for research.

Self-Confidence in Endotracheal Intubation Among Pediatric Interns: Associations With Gender, Experience, and Performance

2019 ◽  
Vol 19 (7) ◽  
pp. 822-827 ◽  
Author(s):  
Kelsey A. Miller ◽  
Michael C. Monuteaux ◽  
Christopher Roussin ◽  
Joshua Nagler
Keyword(s):  
Endotracheal Intubation ◽  
Self Confidence ◽  
And Performance

Mental Preparation for the Performer

2014 ◽  
pp. 666-688
Author(s):  
Alma Thomas
Keyword(s):  
Music Education ◽  
Goal Setting ◽  
Performing Arts ◽  
Teaching And Learning ◽  
Mental Skills ◽  
Mental Preparation ◽  
Self Confidence ◽  
Key Concepts ◽  
And Performance ◽  
Regular Practice

Mental skills are integral to success in practice and performance. Prominent educators in sport and in the performing arts have advocated their use for years. This chapter provides voice educators and singers with illustrative mental skills that are based on recent research, supplies further background on mental training, and provides examples of key concepts. Teachers, coaches and singers are encouraged to apply the exercises presented and, if necessary, adapt them through experimentation to meet individual needs. Mental skills require regular practice and commitment, and should be an integral part of all teaching and learning. The literature in sport, and more recently in music education and performance, is full of the benefits of using mental skills, and full of ways in which mental skills guide and enhance performances at all levels. The key mental skills covered in this chapter are commitment and motivation, goal-setting, managing anxiety, relaxation, imagery, and developing self-confidence.

Sign in / Sign up

Export Citation Format

Share Document