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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Supporting Reading Instruction for Students with Disabilities :/
其他題名:	The Intersection of Disability, Race, and Trauma.
作者:	Langley-Grey, Shaundrika.
面頁冊數:	1 online resource (163 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
標題:	Educational leadership. -
電子資源:	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.
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533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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653 $a Trauma
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