Knowing Isn’t Enough: Pedagogical Content Knowledge for Teaching Reading Fluency to Students With Learning Disabilities

• In Event: Research in Literacy and Disability

Abstract

Researchers examined the calibration between twelve upper elementary special education teachers’ pedagogical knowledge for teaching reading fluency to students with specific learning disabilities as measured by an assessment of their knowledge about reading fluency instruction as compared to observations of their instructional practices while implementing small group fluency instruction at the beginning and end of an academic school year. The teachers’ instructional practices were observed using a researcher created and validated observation tool. Quantitative data sources were analyzed using constant comparison qualitative methods to generate two teacher case profiles illustrating a disconnect between teachers’ content knowledge for teaching fluency and teachers’ enacted classroom practices. Researchers discuss findings in light of previous research and offer suggestions for teacher educators and future research.

Authors

• Amber Elizabeth Benedict, University of Florida

• Yujeong Park, University of Tennessee