Reading Instruction in Secondary Day Treatment and Residential Schools for Youth With Emotional or Behavioral Disorders

Wilkerson K. L., Gagnon J. C., Melekoglu M. A., Cakiroglu O.

REMEDIAL AND SPECIAL EDUCATION, cilt.33, sa.2, ss.78-88, 2012 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 33 Sayı: 2
  • Basım Tarihi: 2012
  • Doi Numarası: 10.1177/0741932510364546
  • Dergi Adı: REMEDIAL AND SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.78-88
  • Anahtar Kelimeler: reading, emotional disturbance, behavioral disorders, alternative settings, LEARNING-DISABILITIES, STUDENTS, OUTCOMES, CHILDREN, DISTURBANCES, TECHNOLOGY, ADOLESCENT, CLASSROOMS, ADULTHOOD, PROGRAMS
  • Eskişehir Osmangazi Üniversitesi Adresli: Evet

Özet

This study was designed to obtain the first national picture of the characteristics of special educators who provide reading or English instruction in secondary day treatment and residential schools for youth with emotional or behavioral disorders (EBD) as well as their approach to reading instruction.Also, information was collected concerning the characteristics of the students in their classes.A national random sample of 123 (35%) reading or English teachers responded to a mail and online survey. No statistically significant differences existed between respondent and nonrespondent schools. Results indicated that teachers commonly hold master's degrees and have an average of 9 years of teaching experience.Teachers reported using research-based instructional approaches but rarely integrate technology or peer tutoring into instruction. In many cases, teachers reported that students could not read well enough to gain basic information from text.Additional results and implications are discussed.