The purpose of this study was to investigate teachers levels of training, perceptions of competence, and past and present practices regarding reading assessment for student with emotional and/or behavioural disorders (EBD). For the purpose of the study, EBD was defined as, a disability characterized by behavioural or emotional responses in school programs so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance, including academic, social, vocational or personal skills (Forness & Knitzer, 1992, p. 13). An adapted version of the survey entitled, A National Survey of the Training and Practice of School Psychologists in Reading Assessment and Intervention (Machek & Nelson, 2007) was distributed to approximately 200 teachers employed by a large urban school division in Western Canada. One hundred and seventy-five educators responded to a 24-question survey designed to explore teachers perceptions of reading instruction, intervention, and assessment for typically achieving students and students with EBD.<p>
Descriptive analyses and analyses of variance (ANOVAs) were used to examine the mean responses of teachers levels or training, perceptions of competence, and past and present reading assessment practices. Teachers with varied levels of teaching experience and specialized training were found to have received little training (university and professional development) in the area of reading instruction and reading assessment for students with EBD. Furthermore, educators believed they have a low level of expertise and confidence in the area of reading assessment and instruction, and believed they would benefit from additional training.
| Identifer | oai:union.ndltd.org:USASK/oai:usask.ca:etd-09172009-145617 |
| Date | 22 September 2009 |
| Creators | Gilchrist, Renee |
| Contributors | McIntyre, Laureen |
| Publisher | University of Saskatchewan |
| Source Sets | University of Saskatchewan Library |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://library.usask.ca/theses/available/etd-09172009-145617/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Saskatchewan or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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