東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Supporting Reading Instruction for Students with Disabilities : = The Intersection of Disability, Race, and Trauma.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Supporting Reading Instruction for Students with Disabilities :/
Reminder of title:	The Intersection of Disability, Race, and Trauma.
Author:	Langley-Grey, Shaundrika.
Description:	1 online resource (163 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864421click for full text (PQDT)
ISBN:	9798759969198

Supporting Reading Instruction for Students with Disabilities : = The Intersection of Disability, Race, and Trauma.
Langley-Grey, Shaundrika.

Supporting Reading Instruction for Students with Disabilities :The Intersection of Disability, Race, and Trauma. - 1 online resource (163 pages)

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--Fordham University, 2022.

Includes bibliographical references

Students with severe reading difficulties in elementary school often continue to struggle with reading throughout their school careers These problems are exacerbated for students with disabilities and early childhood trauma; the COVID-19 pandemic heightened the challenges for these students. Zion Elementary School had 30 classes at two sites serving 188 predominantly Black and Hispanic students all of whom had disabilities. This research study used the Carnegie Foundation's Improvement Science methodology. The Theory of Action was that if teachers planned their lessons tailored to individual student needs coupled with culturally relevant and trauma informed practices, students would improve their reading proficiency. The Plan-Do-Study-Act strategy guided three nested interventions 1) professional development embedded in weekly grade level team meetings, 2) an intensive experience for four focus teachers from the K-1 teams, and 3) professional development embedded into monthly faculty meetings. Outcomes were positive in spite of the myriad challenges posed by the pandemic. Between fall and spring assessments, 80% of students increased their reading scores. State reading scores more than doubled, with 84% of K-1 students scoring above the district's threshold score for the previous year. The majority of teachers agreed that they could confidently meet the learning needs of their struggling readers at the intersections of disabilities, race, and trauma (90%), use culturally responsive tools to meet the learning needs of their students (87%), test out new teaching practices to meet student learning needs (97%), and model reading strategies (90%).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798759969198Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Grade level team meetingsIndex Terms--Genre/Form:

542853
Electronic books.

Supporting Reading Instruction for Students with Disabilities : = The Intersection of Disability, Race, and Trauma.
LDR:03122nmm a2200421K 4500 001 2356528
005 20230619073357.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798759969198
035 $a (MiAaPQ)AAI28864421
035 $a AAI28864421
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Langley-Grey, Shaundrika. $3 3697012
245 1 0 $a Supporting Reading Instruction for Students with Disabilities : $b The Intersection of Disability, Race, and Trauma.
264 0 $c 2022
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: 83-06, Section: A.
500 $a Advisor: Orr, Margaret T.
502 $a Thesis (Ed.D.)--Fordham University, 2022.
504 $a Includes bibliographical references
520 $a Students with severe reading difficulties in elementary school often continue to struggle with reading throughout their school careers These problems are exacerbated for students with disabilities and early childhood trauma; the COVID-19 pandemic heightened the challenges for these students. Zion Elementary School had 30 classes at two sites serving 188 predominantly Black and Hispanic students all of whom had disabilities. This research study used the Carnegie Foundation's Improvement Science methodology. The Theory of Action was that if teachers planned their lessons tailored to individual student needs coupled with culturally relevant and trauma informed practices, students would improve their reading proficiency. The Plan-Do-Study-Act strategy guided three nested interventions 1) professional development embedded in weekly grade level team meetings, 2) an intensive experience for four focus teachers from the K-1 teams, and 3) professional development embedded into monthly faculty meetings. Outcomes were positive in spite of the myriad challenges posed by the pandemic. Between fall and spring assessments, 80% of students increased their reading scores. State reading scores more than doubled, with 84% of K-1 students scoring above the district's threshold score for the previous year. The majority of teachers agreed that they could confidently meet the learning needs of their struggling readers at the intersections of disabilities, race, and trauma (90%), use culturally responsive tools to meet the learning needs of their students (87%), test out new teaching practices to meet student learning needs (97%), and model reading strategies (90%).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 529436
650 4 $a Special education. $3 516693
650 4 $a Reading instruction. $3 2122756
650 4 $a Disability studies. $3 543687
653 $a Grade level team meetings
653 $a PDSA
653 $a Reading
653 $a Students of color
653 $a Students with disabilities
653 $a Trauma
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0449
690 $a 0529
690 $a 0535
690 $a 0201
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Fordham University. $b Division of Educational Leadership, Administration, and Policy. $3 1678442
773 0 $t Dissertations Abstracts International $g 83-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28864421 $z click for full text (PQDT)