Preparing Special Educators to Teach Reading Using Technological Interventions: A Literature Review

• In Event: Sheraton Roundtable Session Eighteen
  In Roundtable Session: Supporting Readers and Writers With Disabilities: Interventions, Supports, Accommodations, and Outcomes (Table 13)

Abstract

Reading instruction is a key component of special education teacher preparation, traditionally delivered through lecture and readings. However, recent research has investigated learning through multimedia instruction. Therefore, the purpose of this systematic literature review was to explore the effects of such instruction on preservice teachers’ knowledge and skills for delivering reading instruction. Fourteen studies met the inclusion criteria and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the outcomes of instruction, and measures used. Findings indicate that technological interventions aligned with theories of learning yielded statistically significant gains in preservice teacher knowledge and skills when compared with traditional modes of instruction, suggesting the potential of these interventions to enhance special education teacher preparation.

Authors

• Lauren B Zepp, University of Wisconsin - Whitewater
  Presenting Author

• Beverly J. Trezek, University of Wisconsin - Madison
  Presenting Author

• Melinda Leko, University of Wisconsin - Madison
  Non-Presenting Author