Date of Award
May 2015
Degree Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Urban Education
First Advisor
Elizabeth Drame
Second Advisor
Susana Munoz
Committee Members
Judith Winn, Martin Scanlan
Keywords
Bilingual Special Education, Bilingual Students with Disabilities, Case Study, Qualitative, Reading Instruction, Special Education
Abstract
In partial fulfillment of candidacy for Ph.D. at the University of Wisconsin at Milwaukee, this research study uses a single case study design to answer the question, How do teachers structure reading instruction for bilingual students with disabilities in urban elementary settings? Bronfenbrenner’s Bioecological Theory and critical race theory guided the study design and data analysis of interviews, observations, and documents to determine that teachers of bilingual students with disabilities experience unique challenges. Findings of the study include the topics of disability blindfolding; disjointed delivery; improper instruction due to assessment and progress monitoring; spatial implications; definitions impact instruction; and teachers’ personal characteristics influence reading instruction. In addition to a discussion of the salient themes, implications for practice and theory, the significance of the study, and recommendations for future research are presented.
Recommended Citation
Logan, Nikki Phyllis, "Ways in Which Teachers Structure Reading Instruction for Bilingual Students with Disabilities: A Case Study Analysis" (2015). Theses and Dissertations. 892.
https://dc.uwm.edu/etd/892
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Reading and Language Commons, Special Education and Teaching Commons