Effects of online module + ecoaching on comprehension instruction for students with significant intellectual disability

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Aftynne Elizabeth Cheek (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Marcia Rock

Abstract: Comprehension is a vital part of learning to read (Copeland, 2007); however, research on comprehension instruction for students with SID is limited (e.g., Browder, Wakeman, Spooner, Ahlgrim-Delzell, & Algozzine, 2006), and there is no clear evidence-based practice for teaching comprehension to students with SID. Teachers may acquire knowledge of comprehension instruction through professional development, but often struggle translating learned knowledge into practice (Rock, Zigmond, Gregg, & Gable, 2011). One way to facilitate teachers’ transfer is through eCoaching. Therefore, purpose of this study was to investigate the effects of job-embedded professional development (i.e., online module + eCoaching) on teachers as they provided comprehension instruction to students with SID. The researcher used a single subject, multiple-baseline across participants’ design (Gast, 2010) to investigate the effects of an online module plus eCoaching on teachers’ use of the CAR and CROWD during shared reading for students with SID and the impact on students’ listening comprehension. Three Teacher Participants and three Student Participants participated in this study. The setting was a separate school in the Southeast. Dependent variables included teacher opportunities to respond (OTR), frequency and variety of teacher questioning with the CROWD strategy, student engagement, and student independent correct responses to listening comprehension questions. Results indicated the online module plus eCoaching was effective in increasing teacher OTR, questioning, and independent correct responses; and confirmed the efficacy of an online module plus eCoaching as effective way to support teachers as they begin to provide comprehension instruction to students with SID. Limitations, implications, and future directions are discussed.

Additional Information

Language: English
Date: 2016
Comprehension instruction, Literacy, Significant intellectual disability, Teacher preparation
Teachers of children with disabilities $x In-service training
Reading comprehension $x Study and teaching
Mentoring in education
Reflective teaching

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