Developing a Comprehensive Decoding Instruction Observation Protocol for Special Education Teachers

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

18

Institute of Education Sciences (ED)

R324A150152

Decoding (Reading); Special Education Teachers; Psychometrics; Video Technology; Evaluators; Reliability; Scores; Classroom Observation Techniques; Reading Instruction; Instructional Effectiveness; Phoneme Grapheme Correspondence; Scoring; Training; Item Analysis; Difficulty Level; Teacher Evaluation; Teacher Effectiveness; Kindergarten; Elementary School Teachers

Idaho; Florida; Wisconsin; Maryland; Illinois; Oregon; Pennsylvania; Utah

10.1080/10573569.2021.1982429

1057-3569
1521-0693

This study describes the development of a special education teacher observation protocol detailing the elements of effective decoding instruction. The psychometric properties of the protocol were investigated through many-facet Rasch measurement (MFRM). Video observations of classroom decoding instruction from 20 special education teachers across three states were collected. Twelve external raters were trained to observe and evaluate instruction using the protocol and assigned scores of "implemented," "partially implemented," or "not implemented" for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high levels of reliability. Teacher performance was consistent with what is reported in the literature. Implications for practice are discussed.

As Provided

Yes

2023

EJ1365697