K-2 principal knowledge (not leadership) matters for dyslexia intervention.

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2021-11-01 Epub Date: 2021-07-11 DOI:10.1002/dys.1690
Missy Schraeder, James Fox, Richard Mohn
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引用次数: 2

Abstract

Kindergarten through second-grade elementary schools that best serve students with dyslexia have principals who are knowledgeable about dyslexia and understand the best practices for providing intervention for students with dyslexia. In this study, three styles of leadership were examined to understand the implication that leadership has on intervention for dyslexia: transformational, instructional, and integrated leadership. However, many students in elementary schools have difficulty learning to read despite good leadership by the principal, with 5-20% of students being diagnosed with dyslexia. While these students need phonetic, multisensory intervention to build necessary reading skills, this study found that many principals lack knowledge of this specialized instruction. The purpose of this research was to explore variables that determine the school-based level of appropriate intervention for students with dyslexia. A questionnaire assessing leadership skills, knowledge, and beliefs about dyslexia, preparation in reading disorders and/or dyslexia received from degree programs and professional development, and services provided to students with dyslexia was given to K-2 principals serving in schools across the United States. Results indicated that regardless of leadership style, principals who have greater knowledge and more correct beliefs about dyslexia provide more appropriate school-based services for students with dyslexia. Eight detailed K-2 principal/practitioner recommendations are included based upon this key finding.

K-2主要知识(不是领导)对阅读障碍干预有影响。
从幼儿园到小学二年级,最好为有阅读障碍的学生服务的学校都有熟悉阅读障碍的校长,他们了解为有阅读障碍的学生提供干预的最佳做法。本研究考察了三种领导风格,即变革型领导、指导性领导和整合型领导,以了解其对阅读障碍干预的影响。然而,许多小学生在学习阅读方面有困难,尽管校长有很好的领导,5-20%的学生被诊断为阅读障碍。虽然这些学生需要语音、多感官干预来培养必要的阅读技能,但本研究发现许多校长缺乏这种专门的教学知识。本研究的目的是探索决定学校对阅读障碍学生适当干预水平的变量。一份评估领导技能、知识和关于阅读障碍的信念的调查问卷,从学位课程和专业发展中获得的阅读障碍和/或阅读障碍的准备,以及为阅读障碍学生提供的服务,这些都是给美国各地学校的K-2校长的。结果表明,无论领导风格如何,对阅读障碍有更多认识和更正确信念的校长为阅读障碍学生提供更合适的校本服务。根据这一关键发现,包括八项详细的K-2负责人/从业人员建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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