2. Educational Therapists' Perceptions after Training for an Enhanced Reading Comprehension Curriculum

Educational Therapists' Perceptions after Training for an Enhanced Reading Comprehension Curriculum

 

Minqi Chua1*  and Lay See Yeo2

 

1. Dyslexia Association of Singapore

2. National Institute of Education, Singapore

 

Abstract

This study examines Educational Therapists' perceptions and teaching behaviour after receiving training in teaching an Enhanced Reading Comprehension Curriculum. It also examines the relationship between teaching experience and changes in perception. Findings showed that Educational Therapists' length of teaching experience affected the frequency they taught skills following training, and only Educational Therapists with less than four years of experience taught more of the skills on which they were trained. The training also did not increase the perceived importance of skills covered for the most experienced group of Educational Therapists (more than four years of experience), although it did for less experienced Educational Therapists. Nonetheless, all Educational Therapists reported increased ease in teaching the skills covered during training. More experienced Educational Therapists with two and a half to four years of experience further reported an increase in their perceived ease in teaching the reading comprehension skills not yet covered in training, while this remained unchanged for the most experienced Educational Therapists. With these findings, curriculum teams and trainers need to consider the teaching experience of educators when implementing in-service training. They also need to consider feedback from educators and address possible resistance towards changes to ensure that training is effective.

 

Keywords:        Therapist Training, Dyslexia, Reading Comprehension Instruction 

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2. Educational Therapists' Perceptions after Training for an Enhanced Reading Comprehension Curriculum
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