- Title:
- The Effect of Cooperative Teaching on the Development of Reading Skills among Students with Reading Disorders
-
- Author(s):
- Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud
- Source:
- Support for Learning, v32 n3 p245-266 Aug 2017. 22 pp.
- Availability:
- Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
- URL:
- http://dx.doi.org/10.1111/1467-9604.12168
- Peer Reviewed:
- Y
- ISSN:
- 0268-2141
- Descriptors:
- Team Teaching, Teacher Collaboration, Reading Skills, Reading Difficulties, Females, Elementary School Students, Dyslexia, Reading Tests, Program Effectiveness, Intervention, Foreign Countries, Children, Intelligence Tests, Teaching Methods, Comparative Analysis
- Location Identifiers:
- Iran
- Assessment and Survey Identifiers:
- Wechsler Intelligence Scale for Children
- Abstract:
- Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills among students with a reading disorder. To achieve this, three female students were selected from a regular primary school in the 2nd education district of Tabriz, Iran. The research design was a multiple baseline single subject design with different children, in which we used the reading and dyslexia test (RDT) and the revised Wechsler Intelligence Scale to diagnose reading disorders, and a researcher-made hundred-word test to measure the development of reading skills. The children received five cooperative teaching sessions during only the (experimental) intervention, i.e. in the baseline and the follow-up stages, they were not exposed to any cooperative teaching. The comparisons of the students' performance in experimental phases showed that cooperative teaching is an effective technique for developing reading skills and that the effectiveness of this technique was also maintained over time. This work is the first empirical demonstration of the effectiveness of co-teaching in dealing with dyslexic reading disabilities. It additionally serves as the first instance of applying co-teaching to any form of reading disability in Iran.
- Abstractor:
- As Provided
- Language:
- English
- Number of Pages:
- 22
- Education Level:
- Elementary Education
- Publication Type:
- Journal Articles; Reports - Research
- Journal Code:
- APR2018
- Entry Date:
- 2017
- Accession Number:
- EJ1157403
- Database:
- ERIC
