Teaching Styles and Reading Comprehension Achievement of SEN Students

The study described in this book examines whether the use of specific teaching styles has an impact on the comprehension competence of students with special educational needs (learning disabilities or students from a different language background) in a foreign language classroom. The research was carried out in the form of a questionnaire consisting of four teaching scenarios and a reading comprehension test that was given to the teachers and students respectively. Students' testing was conducted on the school grounds, in the school classroom. Results indicated that teaching styles have a significant impact on their students' competence of extracting meaning from written text, whereas the most beneficial teaching style to students with SEN is the suggestive one.

Autorentext

Kalliopy Vlahava is an English language teacher in a primary school in the rural area of Rethymno, Crete in Greece. She has received a Masters degree in Teaching of English as Second Language from the Hellenic Open University, Greece. She holds a degree in English Language and Literature from the Aristotle University of Thessaloniki, Greece.