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ERIC Number: EJ1031587
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0002-4805
Teachers' Reported Utilization of Reading Disabilities Research
Davidson, Katherine
Alberta Journal of Educational Research, v59 n3 p487-502 Fall 2013
This study was conducted to explore elementary school teachers' uses of reading disabilities research. A modified version of Knott and Wildavsky's (1980) knowledge utilization framework underpinned the investigation. Teachers completed a questionnaire and participated in focus groups which elicited their reported uses of reading disabilities research. Results revealed that teachers read and understand, refer to, attempt, adopt into policy, implement, and implement with desired results research on reading disabilities "sometimes." The teachers' acquisition of research through passive reception or "actively seeking and finding it" occurred less often than using, adopting, implementing or referring to the research "sometimes." These findings are significant in light of the high incidence of reading disabilities. The findings suggest that students are not receiving evidence-based instruction that has the potential to alleviate or eliminate reading disabilities. This study has implications for increased research dissemination efforts and for continued investigations of obstacles to research use and means to facilitate the use of reading disabilities research.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A