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Preservice Special Education Teachers' Beliefs About Effective Reading Instruction For Students With Mild/Moderate Disabilities, Nari Carter
Theses and Dissertations
No Child Left Behind (NCLB, 2002) mandated that all students learn to read and specified that instructional practice in schools be informed by scientifically-based research. NCLB specifically aimed to improve reading achievement among struggling readers, students with disabilities, and other marginalized students. The National Reading Panel and reading experts have identified instructional practices for teaching reading to struggling readers; and yet, teachers do not always implement effective practices in their classrooms. To identify factors that influence teachers’ practice, I conducted a literature review of teachers’ beliefs about reading instruction. The results of the review were mixed in terms of whether …