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ERIC Number: ED613034
Record Type: Non-Journal
Publication Date: 2021-Jun
Pages: 47
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students with High-Incidence Disabilities. Working Paper No. 253-0621
Theobald, Roddy; Goldhaber, Dan; Holden, Kristian; Stein, Marcy
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in grades 4-8. These students tended to have larger reading gains when their district emphasized evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that emphasized balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher's student teaching placement was supervised by a more experienced cooperating teacher.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Bill and Melinda Gates Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: R324A170016