Creating Links Through Multimodal Literacy Accommodations for Preservice Teachers With Reading Disabilities

• In Event: Technology Integration in Preservice Teacher Education: Examining Tools and Technology in Preparing to Work With Students With Disabilities

Abstract

This inquiry seeks to examine implications of utilizing multimodal literacy accommodations within the context of preservice teacher education for preservice teachers with reading disabilities. Potential correlations between teacher self-efficacy within the domain of reading and multimodal accommodations provided in university-based literacy education courses were explored. First, this study measures change in self-efficacy of preservice teachers with reading disabilities after participating in a reading methods course embedded with multimodal literacy experiences. The study also explored various degrees of teacher self-efficacy preservice teachers with reading disabilities possess. Finally, the study examined how participants perceived multimodal experiences within a reading methods course as providing affordances for their learning needs.

Authors

• Julia Hagge, University of South Florida

• Margaret Billings Krause, University of South Florida