Abstract
Today’s reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists’ training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self- efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems.
Highlights
Dating as far back as 1931, Burt examined the connection between reading and behavior problems [1]
Reading specialist candidates are teaching professionals who typically return to the university seeking additional teacher preparation in order to better instruct young children who struggle in reading and writing
Case study research served as a means to gain an in-depth understanding of the attitudes and competencies in behavior management implementation of a cohort of reading specialist candidates
Summary
Dating as far back as 1931, Burt examined the connection between reading and behavior problems [1]. Reading specialist candidates are teaching professionals who typically return to the university seeking additional teacher preparation in order to better instruct young children who struggle in reading and writing. This unique skill set can be attained at the graduate level where university programs are designed to help practicing teachers learn the necessary pedagogies to instruct, assess, and intervene when working with children in schools who have reading differences or reading disabilities. Many universities boast an integrated and progressive curriculum, but traditional approaches in teacher training programs often do not arm teachers with effective and therapeutic approaches for behavior or classroom management strategies. Teachers need training programs that provide space to create authentic situations
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