Antecedents of Teacher Efficacy and Instructional Practice in Internet Reading for Dyslexic Students

• In Event: 61.069 - MTCC Roundtable Session 24
  In Roundtable Session: 61.069-2 - Measuring the Effectiveness of Professional Development Programs on Teachers' Self-Efficacy and Satisfaction

Abstract

Recent research indicates that readers with dyslexia experience challenges with several key competencies that are important for efficiently learning from the Internet. Several studies have indicated that teachers are somewhat reluctant to integrate the Internet into their instruction. This study explores the potential antecedents of teacher efficacy and instructional practice in Internet reading for dyslexic students; it examines 137 junior high school teachers from schools in Norway. The results revealed that a good instructional practice was predicted by formal education in special need education and teacher efficacy, while general teaching experience or instructional experience with dyslexic students did not. The mediating role of self-efficacy was not confirmed. Implications for education, practice and future research are discussed.

Authors

• Christian Brandmo, University of Oslo

• Oistein Anmarkrud, University of Oslo

• Natalia Latini, University of Oslo