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What is Struggling Reader

Chapter 11
Handbook of Research on Individualism and Identity in the Globalized Digital Age
For the purposes of this study, a struggling reader was a student aged five to 18 who was not keeping up with peers in learning to read (elementary grades) or at least two age levels behind peers (secondary level).
Published in Chapter:
Evaluating the “Flipped” Face to Face Classroom and the Online Classroom in Teacher Education
Lori Severino (Drexel University, USA) and Mary Jean Tecce DeCarlo (Drexel University, USA)
Copyright: © 2017 |Pages: 24
DOI: 10.4018/978-1-5225-0522-8.ch011
Abstract
This chapter will discuss a study that set out to determine if knowledge of the structure of language and self-efficacy of pre-service and in-service teachers was impacted by whether the course was taken in a face to face or online format. Results of the study showed there was a statistically significant change in the Teacher Knowledge Assessment: Structure of Language (TKA: SL) for participants in the online courses, but not for students taking the course face to face. To determine whether or not self-efficacy increased, the Teacher Efficacy Scale: short form (TES) was used, The TES includes two subscales: teacher efficacy and personal efficacy. Results showed no statistical significance on the overall TES score between participants; however, on the personal efficacy score, there was a statistically significant change in pre and post test scores of participants who took the course face to face.
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Chapter 14
The Impact of Self-Efficacy on Leveraging Technology in the Classroom
K-12 students who typically read one or more years below their current grade-level and often are perceived as lacking the skills other students possess and use with little difficulty.
Published in Chapter: The Impact of Self-Efficacy on Leveraging Technology in the Classroom; From: Leveraging Technology to Improve School Safety and Student Wellbeing
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