From Novice to Expert: The Perceived Self-Efficacy of Teachers Implementing Orton-Gillingham with Children with Dyslexia - A Case Study

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dc.contributor.author Bernadowski, Carianne
dc.date.accessioned 2017-11-16T17:55:29Z
dc.date.available 2017-11-16T17:55:29Z
dc.date.issued 2017
dc.identifier.citation Bernadowski, C. (2017). From Novice to Expert: The Perceived Self-Efficacy of Teachers Implementing Orton-Gillingham with Children with Dyslexia - A Case Study. iManager's Journal on English Teaching, 7(2). https://doi.org/10.26634/jelt.7.2.13496 en_US
dc.identifier.uri http://hdl.handle.net/11347/234
dc.description.abstract In a time of increased accountability for U.S. schools, teachers are working tirelessly to meet the needs of their everchanging and diverse classroom populations. Many of these children come to school with a myriad of learning differences and disabilities. The most noted reading disability in many U.S. classrooms is dyslexia. This qualitative case study examined the self-efficacy of teachers who were trained and used a structured literacy tutoring program that utilized the Orton-Gillingham method of phonetic instruction. The results indicate that with sufficient training teachers' self-confidence improved significantly. Knowledge in teaching strategies may have the greatest impact on teachers' self-efficacy, which in turn, effects instructional planning, instructional implementation, and student achievement. en_US
dc.language.iso en_US en_US
dc.subject Teacher Training en_US
dc.subject Dyslexia en_US
dc.subject Self-Efficacy en_US
dc.title From Novice to Expert: The Perceived Self-Efficacy of Teachers Implementing Orton-Gillingham with Children with Dyslexia - A Case Study en_US
dc.type Article en_US


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