Date Approved
2008
Degree Type
Open Access Thesis
Degree Name
Master of Arts (MA)
Department or School
Special Education
Committee Member
Gilbert Stiefel, Ph.D., Chair
Committee Member
Jackie McGinnis, Ph.D.
Committee Member
Lynne Rocklage, Ph.D.
Abstract
Reading is one of the most important skills needed throughout life. Recent national studies combined with the passage of the No Child Left Behind Law and the reauthorization of the Individuals with Disabilities Improvement Act have heightened the educational community’s awareness of the broken link between research-based instructional strategies and actual implementation. This study sought to determine to what extent research-based instructional strategies were integrated into the teaching of students with reading difficulties, and to what extent sustainability factors were evidenced in service delivery models. From the original 46 survey participants, a subset of thirteen special education teachers participated in a follow-up survey. The findings of this study showed that many teachers did not use research-based instructional strategies, and when they did, sustainability factors present within their schools were limited. These findings are only of demonstrative value due to the small number of participants.
Recommended Citation
Temme, Marliese, "Special education reading instructional strategies in one Midwestern intermediate school district" (2008). Master's Theses and Doctoral Dissertations. 182.
https://commons.emich.edu/theses/182
Comments
Additional committee member: Patricia Williams-Boyd, Ph.D.