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首页> 外文期刊>Preventing School Failure: Alternative Education for Children and Youth >Reading Instruction for Students With High-Incidence Disabilities in Juvenile Corrections
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Reading Instruction for Students With High-Incidence Disabilities in Juvenile Corrections

机译：高发性残疾青少年矫正学生的阅读指导

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摘要

This study was designed to obtain (a) a national picture of the characteristics of special educators who provide reading or English instruction in juvenile corrections facilities and (b) characteristics of the schools in which they work and the students who they serve. In addition, the study was designed to gather information on teacher use of specific reading instructional strategies. A national random sample of 108 (28.6%) reading or English teachers responded to a mail and online survey. No statistically significant differences existed between responsive and nonresponsive schools. Results indicated that teachers commonly hold bachelor's degrees and have an average of 10.9Â years teaching experience. Teachers reported using some research-based instructional approaches to comprehension instruction, but they rarely integrate technology or peer-mediated instructional strategies into their instruction. A majority of teachers reported that at least 50% of their students with high-incidence disabilities could not read well enough to gain basic information from text. Additional results and implications are provided.View full textDownload full textKeywordsjuvenile corrections, reading, special education, teacher characteristicsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/1045988X.2011.652698
机译：此项研究旨在获得（a）全国青少年矫正设施中提供阅读或英语指导的特殊教育者的特征的全国概况，以及（b）他们所服务的学校和所服务的学生的特征的全貌。此外，该研究旨在收集有关教师使用特定阅读指导策略的信息。全国随机抽样的108名（28.6％）阅读或英语教师回复了邮件和在线调查。响应型学校和不响应型学校之间没有统计学上的显着差异。结果表明，教师通常持有学士学位，平均拥有10.9年的教学经验。老师们报告说使用了一些基于研究的教学方法来理解教学，但是他们很少将技术或同伴介导的教学策略整合到他们的教学中。大多数教师报告说，他们至少有50％的高发残疾学生的阅读能力不够好，无法从文本中获得基本信息。提供了其他结果和含义。查看全文下载全文关键字少年矫正，阅读，特殊教育，老师的特点相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook ，stumbleupon，digg，google，more“，发布号：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/1045988X.2011.652698

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