Foundational Reading Knowledge of Teachers of Students With IDD: Examining Experience, Degree and Time Use
These results evince inconsistencies in teachers' acquired foundational reading knowledge based on experience, degree and instructional time use. Structured literacy standards for teacher preparation programmes and in-service training initiatives may provide the means to address gaps in teachers' knowledge.
Authors
- Kimberly McFadden (ORCID: https://orcid.org/0000-0002-9729-2198)
- Qiong Fu (ORCID: https://orcid.org/0000-0002-2282-7653)
- María Jesús Colmenero Ruiz (ORCID: https://orcid.org/0000-0003-3559-2512)
- Esther R. Lindström (ORCID: https://orcid.org/0000-0001-6343-2538)
Institutions
- Lehigh University (US)
- University of Illinois Chicago (US)
Publication Details
- Journal
- Journal of Intellectual Disability Research
- Published
- 2025-09-04
- DOI
- https://doi.org/10.1111/jir.70041
- Primary Topic
- Reading and Literacy Development
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Lehigh University
- Institute of Education Sciences
- National Center for Special Education Research, Institute of Education Sciences