Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore the relationship between the learning experiences of upper elementary students with specific learning disabilities and their special education teachers’ reading practices. We found a relationship between the way teachers structured interactions within their word study instruction and how students perceived themselves as “readers” as evidenced by their talk. This study demonstrates the potential for teacher educators and researchers to use how students talk of their learning experiences and interactions during instruction, along with performance-based data, as a tool for understanding how teacher instruction affects student learning.

中文翻译：

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学生谈学与教师阅读教学的动态关系

从历史上看，在教育研究中，学生的学习经常被表示为展示学术成就的定量数据。然而，仅通过定量措施来检验学生的学习意味着我们不能完全理解教师的教学实践与学生如何学习之间的动态关系。本研究采用扎根理论方法探讨具有特定学习障碍的高年级小学生的学习经历与其特殊教育教师的阅读实践之间的关系。我们发现，教师在单词学习教学中构建互动的方式与学生如何将自己视为“读者”（从他们的演讲中可以看出）之间存在着某种关系。这项研究表明，教师教育工作者和研究人员有可能利用学生在教学过程中谈论他们的学习经历和互动的方式，以及基于表现的数据，作为了解教师教学如何影响学生学习的工具。