Pufpaff, L. A., & Yssel, N. (2010). Effects of a 6-week, co-taught literacy unit on preservice special educators’ literacy-education knowledge. Psychology in the Schools, 47(5), 493-500. doi: 10.1002/pits.20485
The authors of this quantitative empirical research article explored the effects teaching a specific unit on literacy in special education to preservice teachers, as they felt that teachers were not receiving enough instruction on how to develop literacy in all learners. The authors measured the effectiveness of the training as it related to best practices for teaching literacy in the classroom.
The participants in this study were forty-one female preservice teaching students attending educational classes to receive mild or moderate intervention special education endorsements. For 6 weeks, all participants received co-taught instruction focused on acquisition of knowledge and skills for effectively implementing research-based practices for teaching the five components of literacy in the classroom. The preservice teachers were then evaluated on changes in their knowledge of effective literacy practices throughout the 6-week period using a pre- and post-test. Results of this study showed that attending the literacy unit classes allowed preservice teachers to gain additional knowledge regarding the implementation of strategies for teaching literacy to students with special needs.
The results of this study highlight the importance of teacher training in regards to effective strategies for teaching literacy in the classroom. During teacher education classes, preservice teachers should be exposed to a number of different strategies that can be utilized, and acquire knowledge regarding effective teaching strategies for a wide range of student disabilities. Teacher education programs should focus on presenting specific knowledge on how learners with disabilities acquire literacy skills.
The authors of this quantitative empirical research article explored the effects teaching a specific unit on literacy in special education to preservice teachers, as they felt that teachers were not receiving enough instruction on how to develop literacy in all learners. The authors measured the effectiveness of the training as it related to best practices for teaching literacy in the classroom.
The participants in this study were forty-one female preservice teaching students attending educational classes to receive mild or moderate intervention special education endorsements. For 6 weeks, all participants received co-taught instruction focused on acquisition of knowledge and skills for effectively implementing research-based practices for teaching the five components of literacy in the classroom. The preservice teachers were then evaluated on changes in their knowledge of effective literacy practices throughout the 6-week period using a pre- and post-test. Results of this study showed that attending the literacy unit classes allowed preservice teachers to gain additional knowledge regarding the implementation of strategies for teaching literacy to students with special needs.
The results of this study highlight the importance of teacher training in regards to effective strategies for teaching literacy in the classroom. During teacher education classes, preservice teachers should be exposed to a number of different strategies that can be utilized, and acquire knowledge regarding effective teaching strategies for a wide range of student disabilities. Teacher education programs should focus on presenting specific knowledge on how learners with disabilities acquire literacy skills.