Relationships among Special Education Teachers' Knowledge, Instructional Practice and Students' Performance in Reading Fluency

Yujeong Park, Mary Theresa Kiely, Mary T. Brownell, Amber Benedict

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)85-96
Number of pages12
JournalLearning Disabilities Research and Practice
Volume34
Issue number2
DOIs
StatePublished - May 2019
Externally publishedYes

ASJC Scopus subject areas

  • Health(social science)
  • Education
  • Developmental and Educational Psychology

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