One Preservice Teacher's Experiences Teaching Literacy to Regular and Special Education Students

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This case study looked at one preservice teacher during field experiences prior to her student teaching as she addressed the complexities of supporting the literacy learning of students in a class for students with learning disabilities and in a regular class setting. The preservice teachers' lessons emphasized multiple literacies. Data were collected through surveys, observation notes, dialogue journal entries, videotapes of lessons, and e-mail correspondence. Results demonstrate that the preservice teacher was a reflective practitioner with high expectations for her students' success and a high area of control regarding her capabilities as a teacher. The research also illuminates the low self-esteem and underdeveloped reading and writing abilities of the children in the class for students with learning disabilities. The research has implications for policies and practices in special education and teacher education programs.

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Reading Online, v. 5, issue 10