The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed.

中文翻译：

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特殊教育教师的知识，教学实践与学生阅读流利度之间的关系

这项研究的目的是探讨（1）特殊教育教师的阅读流利性知识，（2）他们在流利性教学中使用的特定教学实践以及（3）特定学习障碍学生的学习成绩之间的关系。 ）衡量口语阅读流利度（ORF）的效果。基于多级线性建模的分析和协方差分析表明，对于42位特殊教育教师，他们在精读组中教授SLD的三年级，四年级和五年级学生，教师的阅读流利知识预测了学生在ORF措施上的收获，但没有预测他们的教学实践。此外，教师实践并不能预测学生在ORF方面的收获。讨论了实际意义和未来的研究。