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Teacher Program Evaluation of a Systematic Reading Strategy for Increasing Reading Comprehension of Students With Intellectual Disabilities and Visual Impairments.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Program Evaluation of a Systematic Reading Strategy for Increasing Reading Comprehension of Students With Intellectual Disabilities and Visual Impairments./
作者:	Gardner, Tammy L.
面頁冊數:	1 online resource (158 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9798381355406

Teacher Program Evaluation of a Systematic Reading Strategy for Increasing Reading Comprehension of Students With Intellectual Disabilities and Visual Impairments.
Gardner, Tammy L.

Teacher Program Evaluation of a Systematic Reading Strategy for Increasing Reading Comprehension of Students With Intellectual Disabilities and Visual Impairments. - 1 online resource (158 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--Trevecca Nazarene University, 2023.

Includes bibliographical references

This study asked Teachers of the Visually Impaired to evaluate a shared reading intervention for Students with Intellectual Disabilities and Visual Impairments and how they felt about their preparedness to teach reading. There has been little research on the student population's literacy skills acquisition. For this study, TVIs evaluated stories the researcher revised using modified wording, tactile symbols, Braille, and assistive technology for their context, input, products, and processes. The teachers' evaluation indicated that teachers would value the use of the intervention or something very similar in their instructional practice of literacy to students with intellectual disabilities and visual impairments. Teachers felt that the overall outcomes for SWID and VI would be positive for literacy and communications. The study also found that many TVI felt unprepared to teach reading to their complex learners and would benefit from additional instruction from their institutes of higher education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381355406Subjects--Topical Terms:

1148494
Curriculum development.
Subjects--Index Terms:

CurriculumIndex Terms--Genre/Form:

554714
Electronic books.

Teacher Program Evaluation of a Systematic Reading Strategy for Increasing Reading Comprehension of Students With Intellectual Disabilities and Visual Impairments.
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504 $a Includes bibliographical references
520 $a This study asked Teachers of the Visually Impaired to evaluate a shared reading intervention for Students with Intellectual Disabilities and Visual Impairments and how they felt about their preparedness to teach reading. There has been little research on the student population's literacy skills acquisition. For this study, TVIs evaluated stories the researcher revised using modified wording, tactile symbols, Braille, and assistive technology for their context, input, products, and processes. The teachers' evaluation indicated that teachers would value the use of the intervention or something very similar in their instructional practice of literacy to students with intellectual disabilities and visual impairments. Teachers felt that the overall outcomes for SWID and VI would be positive for literacy and communications. The study also found that many TVI felt unprepared to teach reading to their complex learners and would benefit from additional instruction from their institutes of higher education.
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653 $a Visually Impaired
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