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ERIC Number: ED552956
Record Type: Non-Journal
Publication Date: 2013
Pages: 106
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-1453-6
Teachers' Perspectives of Instructional Practices for Students with Reading Comprehension Learning Disabilities
Thompson, Reginald M.
ProQuest LLC, Ed.D. Dissertation, Walden University
Response-to-Intervention (RTI) strategies have been introduced across the country to assist students who demonstrate significant inabilities to achieve grade level competencies in major subject areas. However, despite its implementation in a southern California elementary school, 4th through 6th grade special education students with mild to moderate learning disabilities were not improving in reading comprehension as demonstrated by their performance on district and state language arts tests and were failing to achieve academic success. Guided by constructivist learning theoretical strategies, the purpose of this qualitative case study was to explore diagnostic and instructional practices of 4 general education teachers to improve students' reading comprehension through reflective critical thinking skills. This study explored general education teachers' RTI and related instructional practices and their perspectives on these practices' influence on students' reading comprehension. Interview and classroom observational data were compared using a cross-case analysis. Interview data were coded and analyzed for commonalities or anomalies by comparing collected data from observations, interviews, and student achievement data. This study provided insight into teachers' selections of instructional strategies which may lead to improved use of RTI to ensure students' comprehension of texts not only by these teachers but also by other similarly situated teachers. Through improved instructional practice by teachers, students with learning disabilities will be better prepared to demonstrate improved reading comprehension skills through better performance on language arts tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A