Individual and contextual factors related to secondary special education teachers' reading instructional practices

Melinda M. LEKO, Ming Ming CHIU, Carly A. ROBERTS

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1 Citation (Scopus)

Abstract

This article reports findings from an initial investigation of the impact multiple individual and contextual factors have on secondary special educators' reading instructional practices. Data from 577 special educators from 221 school districts in a large Midwestern state were collected via an online and paper survey and analyzed using multivariate, multilevel, logit analyses. Results suggest four clusters of factors—teacher preparation, instructional freedom, student characteristics, and service delivery model—were significantly related to teachers' practice in explicit word study, fluency, vocabulary, and comprehension instruction. Implications for future research and practice in special education teacher quality in reading for adolescents with disabilities are discussed. Copyright © 2017 Hammill Institute on Disabilities.
Original languageEnglish
Pages (from-to)236-250
JournalJournal of Special Education
Volume51
Issue number4
Early online dateSep 2017
DOIs
Publication statusPublished - 2018

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Citation

Leko, M. M., Chiu, M. M., & Roberts, C. A. (2018). Individual and contextual factors related to secondary special education teachers' reading instructional practices. The Journal of Special Education, 51(4), 236-250. doi: 10.1177/0022466917727514

Keywords

  • Reading instruction
  • Adolescents with disabilities
  • Teacher preparation