Journal Article Review

Two professional development models for teachers were compared for teacher and student outcomes when it came to reading instruction for upper elementary students with learning disabilities. Literacy Learning Cohorts (LLC) were responsible for providing the reading instruction. A two-day study went on that had professional development days, with follow-up meetings, coaching, and a video self-analysis. The results of the study showed that the LLC teachers learned a lot about fluency measures. They also learned about, and began to change, instructional time given to students, quality and fluency of instruction. LLC teachers also gained knowledge of word attack skills and decoding efficiency. If the LLC teachers begin to give students with learning disabilities more time for reading instruction then they will be able to decode and read more fluently. Word attack tests were given to students to see their decoding skills. Professional development models are important for making an impact in teaching teachers more effective ways of instructing their students with learning disabilities.

Jillian Jenkins EDU300 December 2, 2017 Journal Article Review Brownell, M., Kiely, M.T., Haager, D., Boardman, A., Corbett, N., Algina, J., & … Urbach, J. (2017). Literacy Learning Cohorts: Content-Focused Approach to Improving Special Education Teachers’ Reading Instruction. Exceptional Children, 83(2), 143-164. Doi:10.1177/0014402916671517 Two professional development models for teachers were compared for teacher and student outcomes when it came to reading instruction for upper elementary students with learning disabilities. Literacy Learning Cohorts (LLC) were responsible for providing the reading instruction. A two-day study went on that had professional development days, with follow-up meetings, coaching, and a video self-analysis. The results of the study showed that the LLC teachers learned a lot about fluency measures. They also learned about, and began to change, instructional time given to students, quality and fluency of instruction. LLC teachers also gained knowledge of word attack skills and decoding efficiency. If the LLC teachers begin to give students with learning disabilities more time for reading instruction then they will be able to decode and read more fluently. Word attack tests were given to students to see their decoding skills. Professional development models are important for making an impact in teaching teachers more effective ways of instructing their students with learning disabilities.

Log In

Journal Article Review

Related papers

Related papers