Reading is one of the most important skills needed throughout life. Recent national studies combined with the passage of the No Child Left Behind Law and the reauthorization of the Individuals with Disabilities Improvement Act have heightened the educational community’s awareness of the broken link between research-based instructional strategies and actual implementation. This study sought to determine to what extent research-based instructional strategies were integrated into the teaching of students with reading difficulties, and to what extent sustainability factors were evidenced in service delivery models. From the original 46 survey participants, a subset of thirteen special education teachers participated in a follow-up survey. The findings of this study showed that many teachers did not use research-based instructional strategies, and when they did, sustainability factors present within their schools were limited. These findings are only of demonstrative value due to the small number of participants.
","abstract_html":"<p>Reading is one of the most important skills needed throughout life. Recent national studies combined with the passage of the No Child Left Behind Law and the reauthorization of the Individuals with Disabilities Improvement Act have heightened the educational community’s awareness of the broken link between research-based instructional strategies and actual implementation. This study sought to determine to what extent research-based instructional strategies were integrated into the teaching of students with reading difficulties, and to what extent sustainability factors were evidenced in service delivery models. From the original 46 survey participants, a subset of thirteen special education teachers participated in a follow-up survey. The findings of this study showed that many teachers did not use research-based instructional strategies, and when they did, sustainability factors present within their schools were limited. These findings are only of demonstrative value due to the small number of participants.</p>","abstract_has_math":false,"creators":["Temme, Marliese"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Open Access Thesis","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Gilbert Stiefel, Ph.D., Chair","Jackie McGinnis, Ph.D.","Lynne Rocklage, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:30Z","subjects":["Reading Remedial teaching United States","Reading Research","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/182","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gilbert Stiefel, Ph.D., Chair","Jackie McGinnis, Ph.D.","Lynne Rocklage, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Temme, Marliese"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Reading Remedial teaching United States","Reading Research","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/182"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Reading is one of the most important skills needed throughout life. Recent national studies combined with the passage of the No Child Left Behind Law and the reauthorization of the Individuals with Disabilities Improvement Act have heightened the educational community’s awareness of the broken link between research-based instructional strategies and actual implementation. This study sought to determine to what extent research-based instructional strategies were integrated into the teaching of students with reading difficulties, and to what extent sustainability factors were evidenced in service delivery models. From the original 46 survey participants, a subset of thirteen special education teachers participated in a follow-up survey. The findings of this study showed that many teachers did not use research-based instructional strategies, and when they did, sustainability factors present within their schools were limited. These findings are only of demonstrative value due to the small number of participants.
"]},{"key":"dc:title","label":"Title","values":["Special education reading instructional strategies in one Midwestern intermediate school district"]}]}],"canonical_facts":{"dc:contributor":["Gilbert Stiefel, Ph.D., Chair","Jackie McGinnis, Ph.D.","Lynne Rocklage, Ph.D."],"dc:creator":["Temme, Marliese"],"dc:description.abstract":["Reading is one of the most important skills needed throughout life. Recent national studies combined with the passage of the No Child Left Behind Law and the reauthorization of the Individuals with Disabilities Improvement Act have heightened the educational community’s awareness of the broken link between research-based instructional strategies and actual implementation. This study sought to determine to what extent research-based instructional strategies were integrated into the teaching of students with reading difficulties, and to what extent sustainability factors were evidenced in service delivery models. From the original 46 survey participants, a subset of thirteen special education teachers participated in a follow-up survey. The findings of this study showed that many teachers did not use research-based instructional strategies, and when they did, sustainability factors present within their schools were limited. These findings are only of demonstrative value due to the small number of participants.
"],"dc:identifier":["https://commons.emich.edu/theses/182"],"dc:subject":["Reading Remedial teaching United States","Reading Research","Special Education and Teaching"],"dc:title":["Special education reading instructional strategies in one Midwestern intermediate school district"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T02:16:30Z"}