Reading Achievement of Ninth Grade Students with Disabilities
Highly Qualified Teacher Status, Teacher Demographics, Student Demographics and the Reading Achievement of Students with Disabilities
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Because of the diversity that exists in preparing students with disabilities to meet adequate yearly progress as defined by NCLB, more research is needed to determine how to best educate students with disabilities. Is the definition of a highly qualified teacher (provided by the NCLB Act) really what determines teacher effectiveness as it relates to teaching reading to students with disabilities? Do other factors of teacher demographics and/or student demographics correlate to increased reading achievement of high school students with disabilities? Is there a correlation between the number of ...
Because of the diversity that exists in preparing
students with disabilities to meet adequate yearly
progress as defined by NCLB, more research is needed
to determine how to best educate students with
disabilities. Is the definition of a highly
qualified teacher (provided by the NCLB Act) really
what determines teacher effectiveness as it relates
to teaching reading to students with disabilities?
Do other factors of teacher demographics and/or
student demographics correlate to increased reading
achievement of high school students with
disabilities? Is there a correlation between the
number of students with disabilities assigned per
teacher and their reading achievement? What factors
are associated with a high self-efficacy in teaching
reading to 9th grade students with disabilities?
This study can be used to guide universities in the
program development of their Exceptional Student
Education teacher education programs as well as
provide information to states, districts, and
administrators on factors that significantly relate
to reading achievement of students with disabilities.
students with disabilities to meet adequate yearly
progress as defined by NCLB, more research is needed
to determine how to best educate students with
disabilities. Is the definition of a highly
qualified teacher (provided by the NCLB Act) really
what determines teacher effectiveness as it relates
to teaching reading to students with disabilities?
Do other factors of teacher demographics and/or
student demographics correlate to increased reading
achievement of high school students with
disabilities? Is there a correlation between the
number of students with disabilities assigned per
teacher and their reading achievement? What factors
are associated with a high self-efficacy in teaching
reading to 9th grade students with disabilities?
This study can be used to guide universities in the
program development of their Exceptional Student
Education teacher education programs as well as
provide information to states, districts, and
administrators on factors that significantly relate
to reading achievement of students with disabilities.
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