Impact of Policy on Literacy Specialists’ Work

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2022-09-28 DOI:10.1080/02702711.2022.2126046

K. Rosheim, Kristi G. Tamte

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Abstract

Abstract Policy, mandating early screening for dyslexia and use of specific interventions, is increasing throughout the United States. The authors designed a descriptive case study to learn what impact policies have on practice and how literacy specialists, trained in both comprehensive and structured literacy approaches, provide support for students. Data collected from focus groups, interviews and observations were analyzed. We found that (1) literacy specialists selected specific instructional practices to address individual reader’s profiles, (2) literacy specialists believed that reading intervention support fits best within a balanced, comprehensive, literacy framework, (3) literacy specialists approached their readers with a holistic, humanizing view, (4) literacy specialists capacity for providing reading support has grown over the past fifteen years to meet the varied needs of the students they serve, and (5) literacy specialists deal with misinformation and confusion in their schools about dyslexia that has resulted in lost instructional time with their students. These results highlight the importance of hearing from literacy specialists to understand the complexity of their work and the range of reading behaviors and instructional needs seen in their schools.

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政策对扫盲专家工作的影响

在美国各地，强制要求对阅读障碍进行早期筛查并使用特定干预措施的抽象政策正在增加。作者设计了一个描述性的案例研究，以了解政策对实践的影响，以及受过全面和结构化扫盲方法培训的扫盲专家如何为学生提供支持。对从焦点小组、访谈和观察中收集的数据进行了分析。我们发现，（1）识字专家选择了具体的教学实践来解决读者的个人简介，（2）识字专家认为阅读干预支持最适合在平衡、全面的识字框架内，（3）识字专家以全面、人性化的观点对待读者，（4）在过去的十五年里，识字专家提供阅读支持的能力有所提高，以满足他们所服务的学生的各种需求；（5）识字专家处理学校中关于阅读障碍的错误信息和困惑，这些信息和困惑导致了与学生的教学时间损失。这些结果强调了听取识字专家的意见以了解他们工作的复杂性以及在学校中看到的阅读行为和教学需求的重要性。

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

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.