首页> 外文学位 >Primary Teachers' Perspectives on Teaching Reading to Students with Dyslexia in the General Education Classroom.
【24h】

Primary Teachers' Perspectives on Teaching Reading to Students with Dyslexia in the General Education Classroom.

机译:小学教师在通识教室中对阅读障碍学生的阅读教学观点。

获取原文
获取原文并翻译 | 示例

摘要

Research has shown that a significant number of primary age school children do not have adequate phonemic awareness skills to learn to read fluently and that Orton-Gillingham methods are an effective intervention. Yet, many students with dyslexia continue to perform far below grade level expectations in reading and writing. The understanding of teacher perspective about working with students with dyslexia has been lacking in literature. The phonological deficit theory maintains that children with dyslexia do not develop phonological awareness, defined as the knowledge that words are composed of individual sounds. The purpose of this phenomenological qualitative study was to understand primary school teachers' perspectives, practices, and challenges in relation to teaching phonological awareness to students with dyslexia in a small rural district. The participants were 1 first grade teacher, 3 second grade teachers, and 2 third grade teachers. Data analysis from the individual participant interviews included horizontalization and inductive coding used to find themes that culminated in a rich narrative. The results of the in-depth interviews indicated that general education teachers are seeking more professional development opportunities to work with students with reading disabilities. The resulting project was a year-long professional development plan designed to help teachers understand effective instructional practices for students with dyslexia. Implications for positive social change are improvements in professional development practices to help general education teachers understand how to provide effective reading instruction to students with dyslexia that can result in increased educational attainment for those students.
机译:研究表明,许多小学年龄儿童没有足够的音素意识技能,无法学习流利的阅读,Orton-Gillingham方法是一种有效的干预措施。然而,许多阅读障碍的学生在阅读和写作方面的表现仍远低于年级水平。文献中缺乏对与阅读障碍学生合作的老师观点的理解。语音缺陷理论认为,阅读障碍儿童不会发展语音意识,这是指单词是由单个声音组成的知识。这项现象学定性研究的目的是了解小学教师在一个偏远农村地区对患有阅读障碍的学生进行语音意识教学方面的观点,做法和挑战。参加者为1名一年级老师,3位2年级老师和2位3年级老师。来自单个参与者访谈的数据分析包括水平化和归纳编码,用于发现以丰富的叙事达到高潮的主题。深入访谈的结果表明,通识教育教师正在寻求更多的职业发展机会,以与阅读障碍的学生合作。最终的项目是为期一年的专业发展计划,旨在帮助教师了解阅读障碍学生的有效教学实践。积极的社会变革的意义在于专业发展实践的改进,以帮助通识教育教师理解如何为阅读障碍的学生提供有效的阅读指导,从而提高这些学生的教育水平。

著录项

  • 作者

    McGuyer, Krista.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Reading.;Education Teacher Training.;Education Special.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 500 p.
  • 总页数 500
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

  • 入库时间 2022-08-17 11:44:59

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号