Pre-service special educators’ evolution of knowledge on assessment and intervention related to reading difficulties during their initial training

Pre-service special educators’ evolution of knowledge on assessment and intervention related to reading difficulties during their initial training

• Andrée Lessard, Université du Québec à Chicoutimi, Canada

• Karine-N. Tremblay, Université du Québec à Chicoutimi, Canada

doi : https://dx.doi.org/10.18162/fp.2017.355

Résumé

Numerous knowledge is necessary to evaluate and intervene with students with reading difficulties. This exploratory and descriptive research aimed at providing a representation of the evolution of future special education teachers’ knowledge about evaluation and intervention strategies during their practical formation. Results show that students name a greater number of knowledge related to evaluation-intervention strategies in word identification and reading comprehension after having accompanied a student in difficulty for several weeks. These results highlight the contribution of practical training, which leads students to declare knowledge more precisely.

Abstract

Numerous knowledge is necessary to evaluate and intervene with students with reading difficulties. This exploratory and descriptive research aimed at providing a representation of the evolution of future special education teachers’ knowledge about evaluation and intervention strategies during their practical formation. Results show that students name a greater number of knowledge related to evaluation-intervention strategies in word identification and reading comprehension after having accompanied a student in difficulty for several weeks. These results highlight the contribution of practical training, which leads students to declare knowledge more precisely.