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Ways in which teachers structure rea...

Logan, Nikki.

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Ways in which teachers structure reading instruction for bilingual students with disabilities: A case study analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Ways in which teachers structure reading instruction for bilingual students with disabilities: A case study analysis./
Author:	Logan, Nikki.
Description:	287 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712624
ISBN:	9781321895742

Ways in which teachers structure reading instruction for bilingual students with disabilities: A case study analysis.
Logan, Nikki.

Ways in which teachers structure reading instruction for bilingual students with disabilities: A case study analysis. - 287 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2015.

In partial fulfillment of candidacy for Ph.D. at the University of Wisconsin at Milwaukee, this research study uses a single case study design to answer the question, How do teachers structure reading instruction for bilingual students with disabilities in urban elementary settings? Bronfenbrenner's Bioecological Theory and critical race theory guided the study design and data analysis of interviews, observations, and documents to determine that teachers of bilingual students with disabilities experience unique challenges. Findings of the study include the topics of disability blindfolding; disjointed delivery; improper instruction due to assessment and progress monitoring; spatial implications; definitions impact instruction; and teachers' personal characteristics influence reading instruction. In addition to a discussion of the salient themes, implications for practice and theory, the significance of the study, and recommendations for future research are presented.

ISBN: 9781321895742Subjects--Topical Terms:

516693
Special education.

Ways in which teachers structure reading instruction for bilingual students with disabilities: A case study analysis.
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100 1 $a Logan, Nikki. $3 3194058
245 1 0 $a Ways in which teachers structure reading instruction for bilingual students with disabilities: A case study analysis.
300 $a 287 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Advisers: Elizabeth Drame; Susana Munoz.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Milwaukee, 2015.
520 $a In partial fulfillment of candidacy for Ph.D. at the University of Wisconsin at Milwaukee, this research study uses a single case study design to answer the question, How do teachers structure reading instruction for bilingual students with disabilities in urban elementary settings? Bronfenbrenner's Bioecological Theory and critical race theory guided the study design and data analysis of interviews, observations, and documents to determine that teachers of bilingual students with disabilities experience unique challenges. Findings of the study include the topics of disability blindfolding; disjointed delivery; improper instruction due to assessment and progress monitoring; spatial implications; definitions impact instruction; and teachers' personal characteristics influence reading instruction. In addition to a discussion of the salient themes, implications for practice and theory, the significance of the study, and recommendations for future research are presented.
590 $a School code: 0263.
650 4 $a Special education. $3 516693
650 4 $a Reading instruction. $3 2122756
650 4 $a Bilingual education. $3 2122778
690 $a 0529
690 $a 0535
690 $a 0282
710 2 $a The University of Wisconsin - Milwaukee. $b Urban Education. $3 2105301
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 0263
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712624