This mixed method study examines teachers' and administrators' perceptions of what contributes to the growth of the students in the educational disabilities subgroup in reading within the context of Adequate Yearly Progress (AYP) mandated by NCLB in New Hampshire until June, 2013. This study researches effective reading instruction for students identified with reading disabilities, and the factors within a school that support it, that help that group become proficient in reading. Using the New England Common Assessment Program and AYP data as criteria, four schools that had made AYP in 2011 and 2012 were selected. Participants were 68 special education and regular education teachers and five administrators. Data were collected by 15 initial interviews with special educators, administrators, and reading specialists. Fifty-three classroom teachers were then surveyed. QSR NVivo analyzed qualitative data while quantitative data were analyzed with SPSS software. Analysis yielded six key factors: highly trained teachers, high expectations of success, what the district provides both in resources and organization, collaboration/communication, what to do when students don't make progress, and delivery of instruction. The study yielded a list of the most used direct instruction programs, while small group instruction in the classroom or resource room was the preferred method of instructional delivery. A framework for decision-making was suggested, which included core curriculum, programs, time x intensity, progress monitoring, and tuning-up (CPTPT).
Key Words: reading instruction, students with disabilities, elementary education, Response to Intervention.
|Commitee:||Copley, Susan, Redditt, Susan|
|School:||New England College|
|Department:||Doctorate of Education|
|School Location:||United States -- New Hampshire|
|Source:||DAI-A 76/02(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Special education, Teacher education, Literacy, Reading instruction|
|Keywords:||Adequate yearly progress, Reading instruction, Response to intervention, Special educators, Students with disabilities|
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