NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1003694
Record Type: Journal
Publication Date: 2013-May
Pages: 14
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0731-9487
Beyond Talking about Books: Implications of the Reading Comprehension Instruction and Pedagogical Beliefs of a Special Educator Perceived as Effective
Feiker Hollenbeck, Amy R.
Learning Disability Quarterly, v36 n2 p112-125 May 2013
This investigation extends the study of the reading comprehension practices used with students with learning disabilities (LD) via a case study, exploring the beliefs and practices in reading comprehension of "Wendy," a cross-categorical special educator nominated as effective in her work with sixth-grade students. Wendy's practices serve as a unique case: Her focus on supporting students with reading comprehension utilizing an instructional model described as "talking about books" varies from typical practices used by special educators. Passionately articulating the importance of teachers assuming responsibility for the learning of students with LD, Wendy simultaneously attributes limitations in her own students' growth to the complexities of text at the intermediate level. Implications for extending research and refining practice are presented in conclusion. (Contains 2 tables and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A