Educational Professionals' Use of Written Language Materials

Abstract

Educational professionalis often are faced with the dilemma of trying to find appropriate written language materials for students with poor reading ability with little clear guidelines available in the literature. The purpose of this study was to inve tigate what four groups of professionalis in education, namely speech language pathologists, reading specialists, regular education teachers and teachers of students with learning disabilities are doing to determine the difficulty level of a text. Also, information was sought concerning what types of text modifications, instructional organization and/or modification, and adaptation to the requirements of the students, they make when forced to use difficult texts. A survey format was utilized with a follow-up interview with a same portion of the subjects. Descriptive statistics were utilized in order to analyze the data.