Highly Qualified Teacher Status and the Reading Achievement of Students With Disabilities
Document Type
Article
Publication Date
2011
Abstract
The purpose of this study was to examine teacher qualification factors believed to affect reading achievement of students with disabilities in intensive reading classes after controlling for certain student and teacher demographics using ANCOVA. Results indicated that there was no statistically significant difference between the reading achievement of students taught by non-highly qualified teachers and the four types of highly qualified teachers using Bonferroni procedures. Several teacher demographic variables were highly correlated with a teacher's sense of feeling prepared and competent to teach reading. Additionally, as the number of students with disabilities per HQ(highly qualified), HQAP(highly qualified alternative plus), or HQP(highly qualified plus) teacher increased, student reading achievement decreased.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
American Secondary Education, v. 39, issue 3, p. 42-66
Scholar Commons Citation
Robinson, A. Helene, "Highly Qualified Teacher Status and the Reading Achievement of Students With Disabilities" (2011). Department of Curriculum, Instruction, and Learning Faculty Publications. 32.
https://digitalcommons.usf.edu/cil_facpub_tampa/32
