Reading Achievement of Ninth Grade Students with Disabilities

ISBN-13: 9783639173437 / Angielski / Miękka / 2009 / 80 str.

A. Helene Robinson

Opis

Because of the diversity that exists in preparing students with disabilities to meet adequate yearly progress as defined by NCLB, more research is needed to determine how to best educate students with disabilities. Is the definition of a highly qualified teacher (provided by the NCLB Act) really what determines teacher effectiveness as it relates to teaching reading to students with disabilities? Do other factors of teacher demographics and/or student demographics correlate to increased reading achievement of high school students with disabilities? Is there a correlation between the number of students with disabilities assigned per teacher and their reading achievement? What factors are associated with a high self-efficacy in teaching reading to 9th grade students with disabilities? This study can be used to guide universities in the program development of their Exceptional Student Education teacher education programs as well as provide information to states, districts, and administrators on factors that significantly relate to reading achievement of students with disabilities.

O autorze

A. Helene Robinson, Ed.D., Ed.S., M.S.: Studied Educational
Leadership in Teaching and Learning at Liberty University, Early
Childhood Special Education and English for Speakers of Other
Languages at University of Miami, and Emotional Handicaps at
Nova Southeastern University. Assistant Professor at
Southeastern University in Lakeland, FL.