International Journal of Language & Linguistics

Effective Explicit Strategy Instruction and Co-Teaching Experiences in Teacher Education
Dr. Chhanda Islam

Abstract
The purpose of this paper was to examine how reading strategies can be taught explicitly by pre-service teachers enrolled in a reading methods course while they were assigned to a co-teaching delivery model that supported and enhanced literacy instruction for all students including students with special needs. The reading practicum teachers worked together with the cooperating teacher to reinforce, apply, and extend the literacy instruction in order to accomplish an effective joint partnership in the classroom. The results of this study suggested that exposure to co-teaching at the pre-service level provided an opportunity for students with disabilities to receive significantly more individual instruction during co-teaching.

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