{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124474"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124474","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teachers’ reference to the individualized education program for reading instruction: Effects of student and teacher factors","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Nasr, Mohamed"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ray, Amber","Shriner, James","Willis, Arlette","Zarate, Kary"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Iep Implementation","Reading Instruction","Iep Reading Goals","Students And Teachers Factors"],"languages":["en","eng"],"rights":["Copyright 2024 Mohamed Nasr"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124474","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ray, Amber","Shriner, James","Willis, Arlette","Zarate, Kary"]},{"key":"dc:creator","label":"Author","values":["Nasr, Mohamed"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-15"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Iep Implementation","Reading Instruction","Iep Reading Goals","Students And Teachers Factors"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Mohamed Nasr"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124474"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Mohamed Nasr, accepted the attached license on 2024-04-07 at 06:28.","The student, Mohamed Nasr, submitted this Dissertation for approval on 2024-04-07 at 06:29.","This Dissertation was approved for publication on 2024-04-15 at 15:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20318 on 2024-09-16 at 00:33:44","This study investigates special education teachers' frequency of referencing the Individualized Education Program (IEP) for reading instruction and their choice of reading strategies. It considers the effects of student characteristics, teacher experience, educational background, and the number of licenses and certifications, as well as classroom settings among K-8 students with disabilities in Illinois. An online survey yielded 591 responses from special education teachers, out of which 371 were valid. The analysis of these valid responses revealed the likelihood that teachers frequently refer to IEPs, particularly for students with low-incidence disabilities and those in the early grades. There is a probability that educators employ a blend of synthetic phonics and whole-language approaches. It is also likely that the Picture Integration Fading Technique is predominantly used for students with high-incidence disabilities. Furthermore, there is a likelihood that reading comprehension strategies such as K-W-L Charts and SQ3R are commonly utilized. Classroom environments play a distinct role in strategy selection: In inclusive classrooms, strategies such as Peer-Assisted Learning are favored; conversely, special education teachers in self-contained classes are likely to utilize strategies such as Video-Assisted Vocabulary Instruction. Teachers' experience and academic qualifications significantly influence strategy choice, but the number of licenses or certifications does not. This study underscores the complex dynamics of IEP references, strategy selection based on disability category and students' grades, and the influence of experience and education on special education teachers' strategy choice. For practical application, there is a call for tailored resources for early-grade teachers, particularly students with low-incidence disabilities, and an emphasis on continuous teachers' professional development in phonological awareness and phonics."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Teachers’ reference to the individualized education program for reading instruction: Effects of student and teacher factors"]}]}],"canonical_facts":{"dc:contributor":["Ray, Amber","Shriner, James","Willis, Arlette","Zarate, Kary"],"dc:creator":["Nasr, Mohamed"],"dc:date":["2024-05","2024-04-15"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Mohamed Nasr, accepted the attached license on 2024-04-07 at 06:28.","The student, Mohamed Nasr, submitted this Dissertation for approval on 2024-04-07 at 06:29.","This Dissertation was approved for publication on 2024-04-15 at 15:34.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20318 on 2024-09-16 at 00:33:44","This study investigates special education teachers' frequency of referencing the Individualized Education Program (IEP) for reading instruction and their choice of reading strategies. It considers the effects of student characteristics, teacher experience, educational background, and the number of licenses and certifications, as well as classroom settings among K-8 students with disabilities in Illinois. An online survey yielded 591 responses from special education teachers, out of which 371 were valid. The analysis of these valid responses revealed the likelihood that teachers frequently refer to IEPs, particularly for students with low-incidence disabilities and those in the early grades. There is a probability that educators employ a blend of synthetic phonics and whole-language approaches. It is also likely that the Picture Integration Fading Technique is predominantly used for students with high-incidence disabilities. Furthermore, there is a likelihood that reading comprehension strategies such as K-W-L Charts and SQ3R are commonly utilized. Classroom environments play a distinct role in strategy selection: In inclusive classrooms, strategies such as Peer-Assisted Learning are favored; conversely, special education teachers in self-contained classes are likely to utilize strategies such as Video-Assisted Vocabulary Instruction. Teachers' experience and academic qualifications significantly influence strategy choice, but the number of licenses or certifications does not. This study underscores the complex dynamics of IEP references, strategy selection based on disability category and students' grades, and the influence of experience and education on special education teachers' strategy choice. For practical application, there is a call for tailored resources for early-grade teachers, particularly students with low-incidence disabilities, and an emphasis on continuous teachers' professional development in phonological awareness and phonics."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124474"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Mohamed Nasr"],"dc:subject":["Iep Implementation","Reading Instruction","Iep Reading Goals","Students And Teachers Factors"],"dc:title":["Teachers’ reference to the individualized education program for reading instruction: Effects of student and teacher factors"],"dc:type":["text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}