国产bbaaaaa片,成年美女黄网站色视频免费,成年黄大片,а天堂中文最新一区二区三区,成人精品视频一区二区三区尤物

首頁> 外文學(xué)位 >Primary Teachers' Perspectives on Teaching Reading to Students with Dyslexia in the General Education Classroom.
【24h】

Primary Teachers' Perspectives on Teaching Reading to Students with Dyslexia in the General Education Classroom.

機譯:小學(xué)教師在通識教室中對閱讀障礙學(xué)生的閱讀教學(xué)觀點。

獲取原文
獲取原文并翻譯 | 示例

摘要

Research has shown that a significant number of primary age school children do not have adequate phonemic awareness skills to learn to read fluently and that Orton-Gillingham methods are an effective intervention. Yet, many students with dyslexia continue to perform far below grade level expectations in reading and writing. The understanding of teacher perspective about working with students with dyslexia has been lacking in literature. The phonological deficit theory maintains that children with dyslexia do not develop phonological awareness, defined as the knowledge that words are composed of individual sounds. The purpose of this phenomenological qualitative study was to understand primary school teachers' perspectives, practices, and challenges in relation to teaching phonological awareness to students with dyslexia in a small rural district. The participants were 1 first grade teacher, 3 second grade teachers, and 2 third grade teachers. Data analysis from the individual participant interviews included horizontalization and inductive coding used to find themes that culminated in a rich narrative. The results of the in-depth interviews indicated that general education teachers are seeking more professional development opportunities to work with students with reading disabilities. The resulting project was a year-long professional development plan designed to help teachers understand effective instructional practices for students with dyslexia. Implications for positive social change are improvements in professional development practices to help general education teachers understand how to provide effective reading instruction to students with dyslexia that can result in increased educational attainment for those students.
機譯:研究表明,許多小學(xué)年齡兒童沒有足夠的音素意識技能,無法學(xué)習(xí)流利的閱讀,Orton-Gillingham方法是一種有效的干預(yù)措施。然而,許多閱讀障礙的學(xué)生在閱讀和寫作方面的表現(xiàn)仍遠低于年級水平。文獻中缺乏對與閱讀障礙學(xué)生合作的老師觀點的理解。語音缺陷理論認為,閱讀障礙兒童不會發(fā)展語音意識,這是指單詞是由單個聲音組成的知識。這項現(xiàn)象學(xué)定性研究的目的是了解小學(xué)教師在一個偏遠農(nóng)村地區(qū)對患有閱讀障礙的學(xué)生進行語音意識教學(xué)方面的觀點,做法和挑戰(zhàn)。參加者為1名一年級老師,3位2年級老師和2位3年級老師。來自單個參與者訪談的數(shù)據(jù)分析包括水平化和歸納編碼,用于發(fā)現(xiàn)以豐富的敘事達到高潮的主題。深入訪談的結(jié)果表明,通識教育教師正在尋求更多的職業(yè)發(fā)展機會,以與閱讀障礙的學(xué)生合作。最終的項目是為期一年的專業(yè)發(fā)展計劃,旨在幫助教師了解閱讀障礙學(xué)生的有效教學(xué)實踐。積極的社會變革的意義在于專業(yè)發(fā)展實踐的改進,以幫助通識教育教師理解如何為閱讀障礙的學(xué)生提供有效的閱讀指導(dǎo),從而提高這些學(xué)生的教育水平。

著錄項

  • 作者

    McGuyer, Krista.;

  • 作者單位

    Walden University.;

  • 授予單位 Walden University.;
  • 學(xué)科 Education Reading.;Education Teacher Training.;Education Special.
  • 學(xué)位 Ed.D.
  • 年度 2011
  • 頁碼 500 p.
  • 總頁數(shù) 500
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 建筑科學(xué);
  • 關(guān)鍵詞

相似文獻

  • 外文文獻
  • 中文文獻
  • 專利
獲取原文

客服郵箱:kefu@zhangqiaokeyan.com

京公網(wǎng)安備:11010802029741號 ICP備案號:京ICP備15016152號-6 六維聯(lián)合信息科技 (北京) 有限公司?版權(quán)所有
  • 客服微信

  • 服務(wù)號