國立虎尾科技大學 |

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension./
Author:	Figueroa, Sayi.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
Contained By:	Dissertations Abstracts International85-05B.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380807302

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.
Figueroa, Sayi.

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension. - 1 online resource (163 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: B.

Thesis (Ph.D.)--Walden University, 2023.

Includes bibliographical references

The problem examined in this study was that special education teachers and speech-language providers have yet to fully understand how they can collaborate to deliver reading comprehension instruction to students with learning disabilities in integrated co-teaching classroom settings. Using a systems-thinking conceptual framework and basic qualitative research, the purpose of this study was to explore collaboration techniques between special education teachers and speech-language therapists. Participants were selected using a purposeful sampling method and consisted of 11 special education teachers and five speech-language providers in urban public elementary schools. The research questions focused on exploring how teachers and providers collaborate to teach reading comprehension skills to elementary school students with learning disabilities. Data analysis was conducted using a thematic analysis approach. Seven themes emerged from the data: special education teachers and speech-language providers show mutual respect; they engage in genuine dialogue; they are accountable; they work to align instruction; they engage in self-assessment; they are tenacious; and they remain committed to their roles and students. School leaders can use the results of this study to develop meaningful professional development to support collaboration, inform instructional strategies, and create cohesion between special-education teachers and speech-language providers as they support reading comprehension skills in elementary school students with disabilities.

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

Mode of access: World Wide Web

ISBN: 9798380807302Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

Reading comprehensionIndex Terms--Genre/Form:

554714
Electronic books.

Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.
LDR:03041ntm a22004097 4500 001 1143197
005 20240513060820.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380807302
035 $a (MiAaPQ)AAI30693448
035 $a AAI30693448
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Figueroa, Sayi. $3 1467812
245 1 0 $a Collaborative Practices Between Classroom Teachers and Speech-Language Therapists When Teaching Reading Comprehension.
264 0 $c 2023
300 $a 1 online resource (163 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: B.
500 $a Advisor: Garlough, Katherine.
502 $a Thesis (Ph.D.)--Walden University, 2023.
504 $a Includes bibliographical references
520 $a The problem examined in this study was that special education teachers and speech-language providers have yet to fully understand how they can collaborate to deliver reading comprehension instruction to students with learning disabilities in integrated co-teaching classroom settings. Using a systems-thinking conceptual framework and basic qualitative research, the purpose of this study was to explore collaboration techniques between special education teachers and speech-language therapists. Participants were selected using a purposeful sampling method and consisted of 11 special education teachers and five speech-language providers in urban public elementary schools. The research questions focused on exploring how teachers and providers collaborate to teach reading comprehension skills to elementary school students with learning disabilities. Data analysis was conducted using a thematic analysis approach. Seven themes emerged from the data: special education teachers and speech-language providers show mutual respect; they engage in genuine dialogue; they are accountable; they work to align instruction; they engage in self-assessment; they are tenacious; and they remain committed to their roles and students. School leaders can use the results of this study to develop meaningful professional development to support collaboration, inform instructional strategies, and create cohesion between special-education teachers and speech-language providers as they support reading comprehension skills in elementary school students with disabilities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Speech therapy. $3 715798
650 4 $a Elementary education. $3 1148439
650 4 $a Disability studies. $3 809395
653 $a Reading comprehension
653 $a Special education teachers
653 $a Speech-language therapists
653 $a Elementary school students
653 $a Speech-language providers
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0460
690 $a 0201
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertations Abstracts International $g 85-05B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30693448 $z click for full text (PQDT)