EDOL 630 Empirical Article Summary Final Draft
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School
University of the Cumberlands *
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Course
630
Subject
Health Science
Date
Feb 20, 2024
Type
Pages
3
Uploaded by MajorMetal554
SKILL-BUILDING/QUALITATIVE
1
Skill-Building/Qualitative
Gabriela Sadler
University of the Cumberlands
SKILL-BUILDING/QUALITATIVE
2
Beginning Special Education Teachers’ Classroom Reading Instruction: Practices
that Engage Elementary Students with Learning Disabilities
Seo, Brownell, Bishop and Dingle (2008) conducted a qualitative study to examine
special education teacher quality and understand beginning teacher practices to determine the
type and level of support beginners need to provide engaging reading instruction. The study used
a criterion sampling method which included fourteen beginning special education teachers from
elementary schools in North-Central Florida. The teachers selected had been teaching for three
years or less and provided direct instruction to third through fifth grade students who were
identified as having a learning disability. The data collection involved notes from classroom
observations and teacher ratings using The Reading Instruction in Special Education (RISE).
Once data was collected, a constant comparison analysis was used.
The data analysis produced four themes of classroom practice that could be used to grade
student engagement. First, the instructional quality of the highly engaging teacher was
consistent, organized, and unique to keep the students attentive. Secondly, the teacher was
responsive to the students’ academic and behavioral needs. The teacher was also quick to
respond to errors and prompt until the correct response was received. Thirdly, the classroom
environment was friendly, positive, and supportive. Peer support was also encouraged and
acknowledged. Lastly, the highly engaging teacher practiced student autonomy in her classroom
by allowing students to make their own choices. She also taught self-regulated thinking and
behavior skills that the students used without prompting in small group instruction and individual
work.
SKILL-BUILDING/QUALITATIVE
3
References
Seo, S., Brownell, M. T., Bishop, A. G., & Dingle, M. (2008). Beginning Special
Education Teachers’ Classroom Reading Instruction: Practices that Engage Elementary Students
with Learning Disabilities.
Exceptional Children
,
75
(1), 97–122.
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