Analyzing Differential Student-Teacher Relationships Between Special Educators and General Educators on Reading Achievement

• In Event: Literacy Instruction: Teacher Practice

Abstract

The importance of reading achievement in the early grades has been well documented. Two variables that are associated with reading success include student-teacher relationships (STR) and teacher type (general or special educators). The current study seeks to examine the interaction between these two variables of interest on reading achievement using the nationally representative Early Childhood Longitudinal Study. Multilevel modeling, which controlled for student-, teacher-, and school-level variables found that both STR and teacher type were strong predictors of student reading achievement. There was also a statistically significant interaction between conflictual STR and teacher type suggesting when there are less conflictual STR, students with special and general educators have similar reading achievement scores.

Authors

• Amanda Olsen, University of Missouri
  Presenting Author

• John Romig, University of Texas - Arlington
  Presenting Author

• Ambra Green, University of Texas - Arlington
  Presenting Author