Results | SCSU Bibliography

Spear, L. C., & Sternberg, R. J. (1986). Cognitive assessment with disabled readers. Special Services in the Schools, 2(2–3), 71–84. https://doi.org/10.1300/j008v02n02_06

This paper describes an approach to cognitive assessment that involves a synthesis of the traditional psychometric approach and the more recent information-processing approaches. In this combined approach, psychometric tests arc supplemented by tasks adapted from information-processing research. The paper focuses on the use of the approach with disabled readers, although the approach may be generalized to many different populations. The Test of Syllable and Phoneme Counting, a measure of awareness of the sound structure of speech, is described, as an example of an information-processing task that would be useful with younger disabled readers. Guidelines for using information-processing measures are also discussed. © 1986 by The Haworth Press, Inc. All rights reserved.

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Heinisch, B. (1981). Research implications on choosing a program to teach about disabilities. Rehabilitation Literature, 42(11–1), 334–346.

Kronick, D., & Rothman, R. (1980). Learning from Living: Dear Rachel. Academic Therapy, 16(2), 229–233. (Sage CA: Los Angeles, CA). https://doi.org/10.1177/105345128001600216

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Spear-Swerling, L. (1999). Test accommodations for students with disabilities. Contemporary Psychology-Apa Review of Books, 44(5), 406–407. https://doi.org/10.1037/002079

Spear-Swerling, L. (1999). Social perceptions of people with disabilities in history. Contemporary Psychology, 44(2), 152–154. https://doi.org/10.1037/001978

Spear-Swerling, L., & Sternberg, R. (1998). Curing our `epidemic’ of learning disabilities. Phi Delta Kappan, 79(5), 397–401.

Spear-Swerling, L., & Sternberg, R. J. (1996). Off Track: When Poor Readers Become “Learning Disabled.” Westview Press. https://cscu-scsu-primo.hosted.exlibrisgroup.com/permalink/f/g5aq43/01CSCU_NETWORK_ALMA7172848460003451

Autorías: Louise Spear-Swerling, Robert J. Sternberg. Año de publicación: 1996. Libro en Dialnet.

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Levy, I. (1994). The ethics of special-education - howe,kr, miramontes,ob. American Journal on Mental Retardation, 98(6), 784–785.

Dykeman, K., & Levy, I. (1991). The Study and Teaching of Ethics for Persons with Mental-Retardation. Mental Retardation, 29(6), R3–R4.

Saltman, J. (2005). Book Review: The big book of humorous training games. Humor-International Journal of Humor Research, 18(3), 345–346.

Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2005). Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience. Annals of Dyslexia, 55(2), 266–296. https://doi.org/10.1007/s11881-005-0014-7

After rating their own literacy-related knowledge in three areas (knowledge about reading/reading development, phonemic awareness/phonics, and morpheme awareness/structural analysis), graduate teacher-education students completed five tasks intended to measure their actual disciplinary knowledge in these areas. Teachers with high levels of prior background (i.e., course preparation and experience) rated themselves as significantly more knowledgeable than did low-background teachers in all areas; high-background participants also significantly outperformed low-background participants on all tasks. However, even high-background teachers scored well below ceiling on the tasks. Regression analyses indicated that teachers' self-perceptions and knowledge were positively influenced by both level of preparation and teaching experience, although the influences on teachers' knowledge differed by task. Teachers had some accurate perceptions of their own knowledge, especially in the area of phonics. Results suggest that differentiating levels of preparation may be useful in studying teacher knowledge, and also support the notion of a substantial gap between research on reading and teacher preparation in reading.

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Spear-Swerling, L. (2004). Fourth graders’ performance on a state-mandated assessment involving two different measures of reading comprehension. Reading Psychology, 25(2), 121–148. https://doi.org/10.1080/02702710490435727

This study examined fourth graders' performance on two reading comprehension measures, involving a question-answering format and a cloze format, which were part of a state-mandated assessment. Word-level reading skills and oral language comprehension were important to success on both formats, but word accuracy had a stronger relationship to the cloze than to the question-answering measure. Language comprehension related strongly to both formats. The cognitive profiles associated with poor reading comprehension varied, but most often involved a specific difficulty in accuracy of pseudoword decoding. The results suggest that test format should be considered in interpreting reading comprehension performance and underscore the need to assess specific component abilities in reading.

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Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, Comment in: Ann Dyslexia. 2004 Dec;54(2):173-7; PMID: 15741933 [Https://Www.Ncbi.Nlm.Nih.Gov/Pubmed/15741933], 54(2), 332–364. https://doi.org/10/ctqcv7

This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers' word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly from pre-test to post-test on all assessments. Teachers' post-test knowledge on the graphophonemic segmentation and irregular words tasks correlated significantly with tutored children's progress in decoding phonetically regular words; error analyses indicated links between teachers' patterns of word-structure knowledge and children's patterns of decoding progress. The study suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include this information in teacher preparation.

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Spear-Swerling, L., & Brucker, P. O. (2003). Teachers’ acquisition of knowledge about English word structure. Annals of Dyslexia, 53(1), 72–103. https://doi.org/10.1007/s11881-003-0005-5

Previous research suggests that teachers' knowledge about English word structure (e.g., the phonological structure of words and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of word decoding. This study examined teacher education students' knowledge about word structure, and improvements in their knowledge as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Participants came from a special education certification program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced participants' initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however, prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific instruction about word structure improved their knowledge relative to a comparison group of teacher education students who did not receive word-structure instruction. Prior preparation did not influence participants' responsiveness to instruction. Conclusions support the viewpoint that teacher education must include information about English word structure for educators who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge.

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Spear-Swerling, L., & Sternberg, R. J. (2001). What science offers teachers of reading. Learning Disabilities Research and Practice, 16(1), 51–57. https://doi.org/10.1111/0938-8982.00006

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Mongillo, M. (2009, October 23). How qualified are you and how long will you stay?: an exploratory study of novice teachers’ perceptions of preparation, inducation and attrition. NERA Conference Proceedings 2009. https://opencommons.uconn.edu/nera_2009/13

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Spear-Swerling, L. (2009). A literacy tutoring experience for prospective special educators and struggling second graders. Journal of Learning Disabilities, 42(5), 431–443. https://doi.org/10/d4kw5g

This study examined the learning of teacher candidates taking a language arts course in a special-educator preparation program and that of the second graders they tutored in a supervised field component of the course. Teacher candidates' knowledge of literacy instruction was assessed using five knowledge tasks; children were assessed on several measures of basic reading and spelling skills as well as on their knowledge of phonics concepts such as syllable types. Teacher candidates generally had inaccurate perceptions of their knowledge at pretest, but their knowledge improved significantly on all tasks after course instruction. Tutored children improved significantly from pre- to posttest on all assessments. The study suggests that carefully designed literacy coursework with field experiences can benefit both prospective special educators and struggling readers.

Newton, D. A., & Dell, A. G. (2009). Assistive technology. Journal of Special Education Technology, 24(2), 38–41. https://doi.org/10.1177/016264340902400204

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Newton, D. A., & Dell, A. G. (2009). Assistive technology. Journal of Special Education Technology, 24(1), 51–56. https://doi.org/10.1177/016264340902400105

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Newton, D. A., & Dell, A. G. (2009). Assistive technology. Journal of Special Education Technology, 24(4), 47–53. https://doi.org/10.1177/016264340902400404

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