We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special education teachers in Grades 4 to 8. These students tended to have larger reading gains when their districts used evidence-based literacy decoding practices (e.g., phonological awareness, phonics, and reading fluency) and when their special education teacher graduated from a teacher education program that also emphasized these practices. Students with high-incidence disabilities in districts that used balanced literacy practices tended to have lower reading gains. Finally, students with high-incidence disabilities taught by early-career special education teachers tended to have larger reading gains when their teacher’s student teaching placement was supervised by a more experienced cooperating teacher.

中文翻译：

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高发残疾学生的特殊教育教师准备、读写教学调整和阅读成绩

我们使用华盛顿州的调查和行政数据来评估特殊教育教师准备、地区识字教学实践以及准备和实践之间的一致性与早期教授的高发病率残疾学生的阅读测试成绩增加相关的程度。 - 4 至 8 年级的职业特殊教育教师。当他们所在地区使用基于证据的识字解码实践（例如，语音意识、语音和阅读流畅度）以及当他们的特殊教育教师从教师教育计划也强调了这些做法。在使用平衡读写实践的地区，高发残疾学生的阅读收益往往较低。最后，