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

Author:

Wilkerson Kimber L.1,Gagnon Joseph Calvin2,Melekoglu Macid Ayhan3,Cakiroglu Orhan1

Affiliation:

1. University of Wisconsin–Madison,Madison,WI

2. University of Florida,Gainesville,FL

3. Mugla University,Mugla,Turkey

Abstract

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.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Reference60 articles.

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