View in EDS HTML Full Text PDF Full Text

Functional Reading Teaching in Special Education: Experiences of Teacher Candidates

Saved in:
Bibliographic Details
Title: Functional Reading Teaching in Special Education: Experiences of Teacher Candidates
Language: English
Authors: Serap Cavkaytar (ORCID 0000-0002-5796-0251), Gizem Yildiz (ORCID 0000-0003-2693-6264)
Source: Support for Learning. 2025 40(3):153-171.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Reading Instruction, Special Education, Preservice Teachers, Special Education Teachers, Reading Teachers, Functional Reading, Teaching Methods, Instructional Development, Educational Games, Students with Disabilities, Behavior Problems, Coping, Teacher Qualifications, Direct Instruction
DOI: 10.1111/1467-9604.12520
ISSN: 0268-2141
1467-9604
Abstract: The aim of this research is to determine the functional reading teaching experiences of special education teacher candidates studying in the final year of the faculty of education special education teaching program. Teacher candidates' functional reading teaching experiences, the difficulties they experienced in functional reading teaching, and their support needs were determined in special education schools where they did their internships. The research was designed with a case study, which is one of the qualitative research designs. The study group of the research is twelve special education teacher candidates determined by criterion sampling method. The data, in this research, were collected through semi-structured interviews, observation, and researcher's diary. The data were analysed with inductive content analysis. The findings have shown that the majority of special education teacher candidates, as prospective teachers, have difficulty in planning functional reading instruction, have difficulties in providing sound-based teaching and developing games, in the teaching process due to children's severe disabilities and their inability to cope with problem behaviours. In addition, all of the participants stated that they needed practical functional reading teaching training and that teacher qualifications should be improved through intensive supervision for this. When the findings obtained from classroom observations in this research were examined, it was observed that, in parallel with the interview findings, teacher candidates had difficulties in choosing and applying methods, and they often used errorless teaching methods and direct teaching method.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480479
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGg-36PAktBaxCqiB4Cq3AFAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEuYlxxBCRCWQydqHwIBEICBm_0oqAuoCqAzcvAIH5FHurhZed0PT1dzYKr-QQRUXQWS3vKlIPn4PXYzLNGVPfUJwoUIM0cJ5HyKS_b7sVk9xFCp-ThS7lD0mFS2xcG_WwcGcQZAQoHRssl4Gkc4BuNYQ0_a1aPzEFe6R6zeBtrC8gEN8rjUKCgFxnyx18PRW6ouFCxtw16zokOEXIp3iyTftRx7Uk6Y0aOlOTvF
Text:
  Availability: 1
  Value: <anid>AN0187391114;d8x01aug.25;2025Aug20.05:27;v2.2.500</anid> <title id="AN0187391114-1">Functional reading teaching in special education: Experiences of teacher candidates </title> <p>The aim of this research is to determine the functional reading teaching experiences of special education teacher candidates studying in the final year of the faculty of education special education teaching program. Teacher candidates' functional reading teaching experiences, the difficulties they experienced in functional reading teaching, and their support needs were determined in special education schools where they did their internships. The research was designed with a case study, which is one of the qualitative research designs. The study group of the research is twelve special education teacher candidates determined by criterion sampling method. The data, in this research, were collected through semi‐structured interviews, observation, and researcher's diary. The data were analysed with inductive content analysis. The findings have shown that the majority of special education teacher candidates, as prospective teachers, have difficulty in planning functional reading instruction, have difficulties in providing sound‐based teaching and developing games, in the teaching process due to children's severe disabilities and their inability to cope with problem behaviours. In addition, all of the participants stated that they needed practical functional reading teaching training and that teacher qualifications should be improved through intensive supervision for this. When the findings obtained from classroom observations in this research were examined, it was observed that, in parallel with the interview findings, teacher candidates had difficulties in choosing and applying methods, and they often used errorless teaching methods and direct teaching method.</p> <p>Keywords: case study; children with special needs; functional reading; special education; teacher candidates</p> <p></p> <ulist> <item> This study examines the functional reading experiences of special education teacher candidates. It was determined what kind of practices the pre‐service teachers made in teaching functional reading at the school where they did their internship, what level and what kind of support they needed.</item> <p></p> <item> In the research, which was planned as a case study, what special education teacher candidates do regarding functional reading instruction was revealed through interviews and observations.</item> <p></p> <item> It was revealed that special education teacher candidates need training on functional reading instruction, have difficulties in planning and implementing instruction, and need more practice experience in the undergraduate program.</item> <p></p> <item> In the research, the importance of giving opportunities to the child and family support in teaching functional reading was emphasised, and the difficulties in family cooperation were mentioned. In this regard, it is recommended to develop family education programs and conduct applied research involving family education.</item> </ulist> <p>Key Points</p> <hd id="AN0187391114-2">INTRODUCTION</hd> <p>Teaching reading skills are the cornerstones of education for all individuals. It is the most basic skill that an individual will use throughout his life and is a prerequisite for the acquisition of all academic skills (Er, [<reflink idref="bib30" id="ref1">30</reflink>]; Kurniastuti et al., [<reflink idref="bib39" id="ref2">39</reflink>]; Moats, [<reflink idref="bib42" id="ref3">42</reflink>]). This skill is equally important not only for typically developing individuals but also for individuals with developmental disabilities. For this reason, teaching reading and writing skills to individuals with intellectual disabilities, autism or other developmental disabilities is as important as teaching other skills so that they can lead their daily lives independently (Başal & Batu, [<reflink idref="bib8" id="ref4">8</reflink>]; Cemaloğlu & Yıldırım, [<reflink idref="bib17" id="ref5">17</reflink>]; Kurniastuti et al., [<reflink idref="bib39" id="ref6">39</reflink>]; Whitbread et al., [<reflink idref="bib61" id="ref7">61</reflink>]). Reading and writing; it is the basic building block that enables the individual to know himself, express himself, perceive and make sense of the written sources he sees in his immediate environment, and prepare for the future in order to maintain his existence in society (Bay, [<reflink idref="bib9" id="ref8">9</reflink>]). However, it does not seem possible for students with moderate or severe disabilities to acquire fluent reading skills. Therefore, it is vital for students to be able to read the most basic words and simple sentences necessary in their daily lives.</p> <p>Reading has two basic dimensions which are analysis and comprehension. While the skills of decoding words, decoding written symbols, and converting written symbols into sounds come to the fore in reading, comprehension can be expressed as making sense of the words and symbols decoded by the individual (Lewis & Doorlag, [<reflink idref="bib40" id="ref9">40</reflink>]). Full and complete decoding of words ensures correct reading of the text (Schirmer, [<reflink idref="bib54" id="ref10">54</reflink>]). An individual's learning of reading and writing skills requires the combination of many skills such as language, attention and memory, cognitive and psychomotor skills, and perception. Individuals with intellectual disabilities who have limitations in these skills may have problems learning reading and writing skills. For this reason, teachers are expected to help determine the possible difficulties that the teachers can have experiences in teaching reading and writing in advance, with the help of formal and informal evaluations, and help determine the support services that may be needed, such as the appropriate environment, material and teaching method (Akçamete et al., [<reflink idref="bib2" id="ref11">2</reflink>]).</p> <p>The concept of 'functional literacy' has recently begun to be used to point out that reading is not just about knowing how to read and write. This concept, which was first used at the UNESCO International Reading Research Meeting in 1956, is used in the sense of literacy, which allows the individual to have the necessary knowledge and skills to be successful in all life activities (Coşkun, [<reflink idref="bib21" id="ref12">21</reflink>]; Devrimci, [<reflink idref="bib25" id="ref13">25</reflink>]; Olaniran, [<reflink idref="bib46" id="ref14">46</reflink>]).</p> <p>Functionality is expressed as skills that will reduce individuals' dependency on their family and environment, provide benefits and facilitate the transition of individuals with mental disabilities from structured teaching environments to less structured environments (Schloss et al., [<reflink idref="bib55" id="ref15">55</reflink>]). Functional reading, which refers to the readings that a person does in order to continue his daily life, refers to visual recognition in its shortest form. The reason why it is defined in this way is to teach individuals to visually recognise the written symbols of relevant words to enable them to use the skills that enable them to live independently in social life (Browder & Lalli, [<reflink idref="bib13" id="ref16">13</reflink>]; Conners, [<reflink idref="bib20" id="ref17">20</reflink>]; Moradi et al., [<reflink idref="bib43" id="ref18">43</reflink>]). In other words, functional reading is the minimum reading of visual stimuli of the skills necessary for the individual to live independently (Bender et al., [<reflink idref="bib10" id="ref19">10</reflink>]; Ramirez, [<reflink idref="bib51" id="ref20">51</reflink>]). It can be said that functional reading instruction is a method that includes not only word recognition and reading, but also more complex elements such as discrimination, selection, expression and meaning, and aims to teach functional words related to the tasks required for the individual to continue his daily life (Browder & Snell, [<reflink idref="bib15" id="ref21">15</reflink>]).</p> <p>Teaching functional reading skills includes teaching the individual the necessary skills to review written and printed materials or the words required for a certain activity (Browder & Snell, [<reflink idref="bib15" id="ref22">15</reflink>]; Özgüç‐Sola & Cavkaytar, [<reflink idref="bib48" id="ref23">48</reflink>]). It is important that the words learned here can make the individual's daily life easier. Functional reading instruction is provided in areas that require the ability to decide on the movie to watch from the DVD movie list, to choose the TV channel or TV program you want, to find your own name on the list, to find the names of family members from the list, to read street and street names, and to read basic words used in business (Browder & Snell, [<reflink idref="bib15" id="ref24">15</reflink>]). It is necessary for individuals with developmental disabilities to learn functional literacy so that they can master themselves and their environment in their lives, adapt to society, meet their own needs and act independently.</p> <p>The ultimate goal of special education is for individuals with special needs to live independently (Mumbardó‐Adam et al., [<reflink idref="bib44" id="ref25">44</reflink>]; Wehmeyer, [<reflink idref="bib60" id="ref26">60</reflink>]). Independent living education includes daily living skills, functional academic skills, vocational skills, interpersonal skills and self‐determination skills (Wandry et al., [<reflink idref="bib59" id="ref27">59</reflink>]). Bouck ([<reflink idref="bib12" id="ref28">12</reflink>]) offers a life skills program for individuals with special needs. The roughest classification of independent living skills that should be included in functional programs, also known as curriculum, is as follows: (a) Daily living skills, (b) functional academic skills, (c) vocational skills, (d) transportation skills, (e) social skills and (f) self‐management skills. Functional academic skills are one of the important independent living skills of individuals with special needs. Functional academic skills consist of functional reading, functional writing and functional mathematics skills. Functional reading skills are the abilities of an individual to review printed materials or read the words necessary to complete a certain activity, such as reading signs, reading a clock, recognising money, choosing a TV channel, reading street and street names, reading warning and information signs and recognising symbols (Browder & Snell, [<reflink idref="bib15" id="ref29">15</reflink>]).</p> <p>There are two types of functional readings. The first of these is generalised functional reading and the other is restricted reading (Browder & Snell, [<reflink idref="bib15" id="ref30">15</reflink>]; Karasu, [<reflink idref="bib37" id="ref31">37</reflink>]). <emph>Generalised functional reading</emph> involves teaching the words an individual needs to review written materials or complete an activity. <emph>Restricted reading</emph>, on the other hand, involves teaching a limited group of words that the individual will use frequently in his or her life (Browder & Snell, [<reflink idref="bib15" id="ref32">15</reflink>]; Karasu, [<reflink idref="bib37" id="ref33">37</reflink>]). In teaching words that are more limited in scope compared to generalised functional reading, teaching is done with limited functional reading. Some individuals can learn a group of words consisting of a more limited number of words depending on the level of impairment. Therefore, in limited functional reading, a limited group of words or target words are taught. It is important to choose the words necessary for the individual to continue his daily life. For example, learning the name of a single favourite food and purchasing it, learning the name of water or a favourite drink from the menu and ordering it (Browder & Snell, [<reflink idref="bib15" id="ref34">15</reflink>]; Yaw et al., [<reflink idref="bib62" id="ref35">62</reflink>]). These trainings are frequently offered to teacher candidates in courses related to skill and concept teaching in teacher training programs. Special education teacher candidates also should put the training they receive in theory into practice in their final year internship practices. However, they experience difficulties in their internship practices due to the inadequacy of the courses they have taken, limitations in their qualifications, or lack of experience. At this point, it is necessary to determine the performance of special education teacher candidates in functional reading skills, how they teach functional reading, what they experience, what difficulties they have in teaching functional reading, to develop pinpoint solution suggestions in accordance with their support needs, to transfer these suggestions to the contents of existing courses and to teach teachers in higher education can serve to improve education.</p> <p>Functional reading has many benefits, such as the individual's adaptation to society and social acceptance, professional employment and development, taking a greater share of family duties, and reducing dependency on other individuals (Sarı & Gökdağ, [<reflink idref="bib53" id="ref36">53</reflink>]). Functional reading aims for individuals to use the environments in their immediate surroundings efficiently, without any difficulty, such as acting in accordance with warning signs such as escalators, elevators, WCs, entrances and exits in social spaces, bill transactions, and using ATMs (Browder & Snell, [<reflink idref="bib15" id="ref37">15</reflink>]). Therefore, it makes it easier for the individual to act more independently.</p> <p>In the literature, teachers, researchers and families consider for functional reading instruction; They used various methods such as teaching with pictures, listening and repeating, music, games, and repetition‐based teaching (Eliçin, [<reflink idref="bib28" id="ref38">28</reflink>]). With the integration approach in education, as the perspective that individuals with intellectual disabilities should reach the quality of life of normally developing individuals increases, more importance has begun to be paid to the field of functional reading (Eikeseth et al., [<reflink idref="bib27" id="ref39">27</reflink>]; Kurniastuti et al., [<reflink idref="bib39" id="ref40">39</reflink>]; Sarı & Gökdağ, [<reflink idref="bib53" id="ref41">53</reflink>]; Swain et al., [<reflink idref="bib56" id="ref42">56</reflink>]).</p> <p>When looking at the international literature, there are many studies on teaching functional reading to individuals with moderate and severe intellectual disabilities. The majority of these studies are studies that evaluate whether the methods and techniques used in functional reading teaching are effective or not (Baranek et al., [<reflink idref="bib7" id="ref43">7</reflink>]; Browder & Minarovic, [<reflink idref="bib14" id="ref44">14</reflink>]; Cazzell et al., [<reflink idref="bib16" id="ref45">16</reflink>]; Coleman et al., [<reflink idref="bib18" id="ref46">18</reflink>]; Kurniastuti et al., [<reflink idref="bib39" id="ref47">39</reflink>]; Nally et al., [<reflink idref="bib45" id="ref48">45</reflink>]; Rehfeldt et al., [<reflink idref="bib52" id="ref49">52</reflink>]; Whitbread et al., [<reflink idref="bib61" id="ref50">61</reflink>]; Yaw et al., [<reflink idref="bib62" id="ref51">62</reflink>]).</p> <p>There are few studies on functional reading teaching in Turkey. Eliçin ([<reflink idref="bib28" id="ref52">28</reflink>]) implemented functional reading teaching with four individuals diagnosed with autism. The study tested the effectiveness of the program presented via tablet computer. In the study, a specially designed tablet computer program was created to be used for teaching functional reading skills. The implementation lasted five weeks. At the end of the application, it was observed that all participants were able to acquire functional reading skills and that these skills were successful in the generalisation phase and in the follow‐up phases after 1, 3, and 5 weeks.</p> <p>Er ([<reflink idref="bib30" id="ref53">30</reflink>]) examined effect of Edmark Reading Program Functional Words Series on the acquisition of functional reading skills for a student with moderate intellectual disability. The study applied multiple probe design of single‐subject experimental designs. Experiment process of the research involves three experiment conditions: baseline, implementing Edmark Reading Program Functional Words Series, and maintaining. As a result of the study, Edmark Reading Program Functional Words Series was found to be effective in providing functional reading skills to participating student.</p> <p>The effect of the Edmark Reading Program Functional Words Series, presented with a tablet computer, was examined in gaining functional reading skills to three high school students with moderate intellectual disabilities (Akarsu, [<reflink idref="bib1" id="ref54">1</reflink>]). The Edmark Reading Program Functional Words Series was effective in helping students with moderate intellectual disabilities gain functional reading skills. In addition, the participants of the study were able to generalise the ten target words taught outside the teaching environment and in the real environment. The parents, teachers and participating students expressed positive views about the program.</p> <p>Functional reading skills are one of the most important skills that play a role in the independence of individuals with special needs (Wandry et al., [<reflink idref="bib59" id="ref55">59</reflink>]). On the other hand, the number of studies on teaching functional reading to individuals with special needs is quite limited. Moreover, the gap in areas such as applications, curricula, and teacher training programs for functional reading instruction draws attention. While there are courses on traditional reading instruction, a separate application or course on functional reading is very rare. The reason for conducting this research is to determine the teaching of functional reading skill, which plays a critical role in the independent life of individuals with special needs and is an integrative skill in a sense, and to determine what the field experiences of pre‐service teachers are and to produce solutions for this. The purpose of this research is to determine the functional reading teaching experiences of special education teacher candidates in the internship schools they attend within the scope of their teaching practice, the difficulties they experience in functional reading teaching, and their support needs. In line with the general purpose of the research, the answers were sought to the following research questions (RQs).</p> <p></p> <ulist> <item> RQ1: What are the functional reading teaching experiences and opinions of special education teacher candidates in the teaching practice courses?</item> <p></p> <item> RQ2: What are the difficulties experienced by special education teacher candidates in teaching functional reading in the teaching practice courses?</item> <p></p> <item> RQ3: What are the support needs and solution suggestions of special education teacher candidates in the functional reading teaching they carry out in the teaching practice courses?</item> </ulist> <hd id="AN0187391114-3">METHOD</hd> <p></p> <hd id="AN0187391114-4">Research design</hd> <p>In this research, case study design, one of the qualitative research methods, was used. Case study design is used in cases where a current phenomenon is studied within its real‐life framework, the boundaries between the phenomenon and its context are not clear‐cut, and more than one data source is available (Yin, [<reflink idref="bib63" id="ref56">63</reflink>]). This research is a case study because it provides the opportunity to examine in depth how the 'functional reading teaching' planned to be examined is presented by special education teachers, what they think about functional reading teaching, what they know, what difficulties are experienced, what kind of support is needed. In this case study design, interview, observation and researcher's diary were used as data collection tools (Creswell, [<reflink idref="bib22" id="ref57">22</reflink>]).</p> <hd id="AN0187391114-5">Participants</hd> <p>The main group of the study is fourth grade special education teacher candidates. Teacher candidates are senior students of the faculty of education department of special education. In the last year of their education, students participate in teaching practice experiences in special education schools. Teacher candidates who complete their internship periods graduate from the special education teaching program. After graduation, they are appointed as special education teachers to special education schools by the Ministry of National Education. From this stage on, they teach functional reading along with teaching many independent living skills to their students with developmental disabilities, who are their responsibilities. In determining the participants, criterion sampling method was used, which is one of the purposeful sampling techniques. This involves identifying participants for a specific purpose while collecting in‐depth information on small groups (Patton, [<reflink idref="bib50" id="ref58">50</reflink>]). Among 50 teacher candidates, 12 were reached through the criterion sampling method.</p> <p>The criteria for participant selection were as follows; (<reflink idref="bib1" id="ref59">1</reflink>) being a 4th grade special education teacher program student, (<reflink idref="bib2" id="ref60">2</reflink>) having received or is receiving teaching practice lesson, and (<reflink idref="bib3" id="ref61">3</reflink>) volunteering to participate in the study. The participants' (a) lesson plans and (b) classroom practices regarding functional reading teaching were recorded by observing the way they conducted the lesson. Twelve teacher candidates who met the criteria participated in the study. Participant characteristics are summarised in Table 1.</p> <p>1 TABLE Information about participants.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left"><italic>N</italic></th><th align="left">Class</th><th align="left">Age</th><th align="left">Gender</th></tr><tr><th align="left">Min.</th><th align="left">Max.</th><th align="left">Mean</th><th align="left">Female</th><th align="left">Male</th></tr></thead><tbody valign="top"><tr><td align="left">12</td><td align="left">4th Grade</td><td align="left">21</td><td align="left">27</td><td align="left">23</td><td align="left">5</td><td align="left">7</td></tr></tbody></table> </ephtml> </p> <p>All stages of the observation and interview process were supervised by an independent expert. The independent observer is an academician who completed his doctorate in special education and is an expert in literacy education.</p> <hd id="AN0187391114-6">Researchers and their roles</hd> <p>The first author of the research is an academician who works as a doctor in Turkish education and specialises in functional literacy teaching and qualitative research methods. She has experience and expertise on what functional reading is and how it should be taught. The second author is an expert who works as an associate professor in the field of special education, has both theoretical and practical experience with teacher candidates, has been conducting the "Teaching Practice" course for years, and supervises the competencies of special education teacher candidates in functional reading teaching and provides instruction to them. Therefore, interviews and observations were carried out by the second author. Both authors played an equal role in the other stages of the research. The planning of the research and its structuring in accordance with qualitative research were carried out by the first author.</p> <hd id="AN0187391114-7">Data collection</hd> <p>The researchers triangulated data using semi‐structured interview, observation and researcher diary techniques (Creswell, [<reflink idref="bib22" id="ref62">22</reflink>]). In addition, the researchers created a folder for each data collection technique and recorded the raw data. They created a table for each data collection technique and recorded the summary information in the table to guide them while preparing the research report.</p> <hd id="AN0187391114-8">Research environment</hd> <p>In this study, semi‐structured interviews with prospective teachers were held in a quiet environment in the author's office at Anadolu University. The observations were made by the second author within the scope of internship practices at a special education school in Eskisehir, Turkiye. Observations were carried out in classes where functional reading was taught in the classrooms where teacher candidates did their internships.</p> <hd id="AN0187391114-9">Semi‐structured interviews</hd> <p>In qualitative research, interviewing is defined as "a conversation in which a person (interviewer) limits himself/herself to asking one or more people (interviewee/s) questions about experiences, attitudes, opinions and behaviors related to social phenomena, and these people limit themselves to providing answers to these questions" (Boeije, [<reflink idref="bib11" id="ref63">11</reflink>]). Semi‐structured interview is a type of interview in which the researcher starts the interview with some basic questions and elaborates the questions according to the answers received during the interview (Creswell, [<reflink idref="bib22" id="ref64">22</reflink>]).</p> <p>The following steps were followed during the semi‐structured interviews: (<reflink idref="bib1" id="ref65">1</reflink>) Open‐ended, non‐directive questions were developed based on the literature and expert opinions. To prepare the semi‐structured interview questions, firstly, the literature on the functional reading skills for individuals with developmental disabilities is reviewed. Semi‐structured interview questions were created by the researchers. While creating the relevant questions, opinions were taken from three experts with a doctorate degree in the field of special education and two academics working in the field of Turkish language teaching, and the corrections stated in the expert opinions were made. (<reflink idref="bib2" id="ref66">2</reflink>) The questions were sent to expert opinion and finalised after being edited with expert opinions. (<reflink idref="bib3" id="ref67">3</reflink>) A pilot interview was conducted to examine the functioning of the questions and the interview process. A pilot interview was held with a special education teacher candidate to test the draft interview questions. (<reflink idref="bib4" id="ref68">4</reflink>) After the pilot interview, one question was deemed inappropriate and was removed, and two questions were edited in terms of content and form. (<reflink idref="bib5" id="ref69">5</reflink>) The second author, who would conduct the interviews, prepared an interviewer's guide to guide her and followed her throughout the interviews. (<reflink idref="bib6" id="ref70">6</reflink>) Semi‐structured interviews were conducted with 12 pre‐service teachers in the second author's office at the school after the end of the internship course. During the interviews, 7 open‐ended questions were asked about what functional reading is, how they teach, what they know about teaching functional reading, where they have difficulties and what kind of support they need. (<reflink idref="bib7" id="ref71">7</reflink>) All interviews were recorded with written and verbal permission. 8. The interviews were listened to by the first author and checked with the texts. 9. Finally, the audio transcripts were prepared for data analysis (Creswell, [<reflink idref="bib22" id="ref72">22</reflink>]). Information regarding the interviews completed with 12 teacher candidates is included in Table 2. Participants were given code names as T1, T2, T3... T12. The interviews with the teacher candidates were held in a quiet environment in the second author's office.</p> <p>2 TABLE Information about interviews.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Code</th><th align="left">Age</th><th align="left">Gender</th><th align="left">Class</th><th align="left">Status of taking reading‐writing lessons</th><th align="left">Number of students in the class</th><th align="left">Students' diagnoses</th><th align="left">Interview duration</th></tr></thead><tbody valign="top"><tr><td align="left">T1</td><td align="left">24</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">5</td><td align="left">Autism and intellectual disability</td><td align="left">15 min</td></tr><tr><td align="left">T2</td><td align="left">21</td><td align="left">F</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">4</td><td align="left">Autism and intellectual disability</td><td align="left">22 min</td></tr><tr><td align="left">T3</td><td align="left">22</td><td align="left">F</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">5</td><td align="left">Autism and intellectual disability</td><td align="left">21 min</td></tr><tr><td align="left">T4</td><td align="left">23</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">3</td><td align="left">Autism and intellectual disability</td><td align="left">19 min</td></tr><tr><td align="left">T5</td><td align="left">22</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">2</td><td align="left">Autism and intellectual disability</td><td align="left">17 min</td></tr><tr><td align="left">T6</td><td align="left">25</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">2</td><td align="left">Autism and intellectual disability</td><td align="left">21 min</td></tr><tr><td align="left">T7</td><td align="left">21</td><td align="left">F</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">6</td><td align="left">Autism and intellectual disability</td><td align="left">12 min</td></tr><tr><td align="left">T8</td><td align="left">23</td><td align="left">F</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">4</td><td align="left">Autism and intellectual disability</td><td align="left">20 min</td></tr><tr><td align="left">T9</td><td align="left">27</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">4</td><td align="left">Autism and intellectual disability</td><td align="left">25 min</td></tr><tr><td align="left">T10</td><td align="left">22</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">5</td><td align="left">Autism and intellectual disability</td><td align="left">18 min</td></tr><tr><td align="left">T11</td><td align="left">23</td><td align="left">F</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">6</td><td align="left">Autism and intellectual disability</td><td align="left">16 min</td></tr><tr><td align="left">T12</td><td align="left">23</td><td align="left">M</td><td align="left">4th grade</td><td align="left">Yes</td><td align="left">6</td><td align="left">Autism and intellectual disability</td><td align="left">23 min</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187391114-10">Observation</hd> <p>Although the observation technique is used to collect data about non‐verbal behaviours, it is often used together with other data collection techniques. Bailey ([<reflink idref="bib6" id="ref73">6</reflink>]) divides observation types into four: Natural environment (field study) and artificial environment (laboratory study), depending on the type of environment in which the observation is made; According to the structure developed by the researcher for the environment, it is structured and unstructured. In this research, natural observation was used because the classroom practices of teacher candidates were observed, and structured observation was used because an observation tool was used according to the structure, and the behaviours that made them useful in the environment were recorded in the observation form by separating them in a pre‐planned and purposeful way. In classroom observations, the researcher plays the role of observer and non‐participant observation is made. During the observation process, the researcher purposefully observed the functional reading teaching process by observing the participants in the classrooms where they carried out their internship practices, and how they presented the teaching, which methods, which tools and equipment they used, where they made mistakes, where and what kind of support they needed were noted in the observation form.</p> <hd id="AN0187391114-11">Researcher diary</hd> <p>The researcher diary reflects a written data source of the entire process of the research (Engin, [<reflink idref="bib29" id="ref74">29</reflink>]). The second author of the researchers, who conducted the interviews, kept a "researcher diary" at every stage of the study. The researcher included information she deemed important at every stage of the research, the research process, and self‐evaluations in her diary. The researcher's diary was written in a systematic format with generic information such as date, time and place. The data raised with the researcher diary were used as supporting data in the presentation of interview and observation findings.</p> <hd id="AN0187391114-12">Data analysis</hd> <p>The data obtained from the interviews and the observations were analysed with inductive content analysis. Inductive content analysis was carried out by following Creswell's ([<reflink idref="bib22" id="ref75">22</reflink>]) data analysis steps in qualitative research. These steps were as follows: (<reflink idref="bib1" id="ref76">1</reflink>) preparing the raw data, (<reflink idref="bib2" id="ref77">2</reflink>) organising the data and preparing it for analysis, (<reflink idref="bib3" id="ref78">3</reflink>) reading all the data from start to finish, (<reflink idref="bib4" id="ref79">4</reflink>) coding the data, (<reflink idref="bib5" id="ref80">5</reflink>) creating meaningful themes from the codes and (<reflink idref="bib6" id="ref81">6</reflink>) interpreting the themes. Direct quotes were taken from the researcher's diary from sections related to the findings.</p> <hd id="AN0187391114-13">Validity and reliability</hd> <p>In qualitative research, the concepts of credibility are used instead of the concept of internal validity, transferability instead of the concept of external validity, consistency instead of the concept of internal reliability, and confirmability instead of the concept of external reliability (Erlandson et al., [<reflink idref="bib31" id="ref82">31</reflink>]; Guba & Lincoln, [<reflink idref="bib35" id="ref83">35</reflink>]). In this study, within the scope of (a) credibility studies, the second author established a two‐year *long‐term interaction with the participant group. The second author is an academician who conducts the participants' internship practice course. Interacts directly with participants. In addition, *data diversification was achieved through semi‐structured interviews, observations, and the researcher's diary. *Expert opinion was taken at every stage in the development of the data collection tool, the breakdown and analysis of the data, and the findings obtained after the interviews were presented to the participants again and *participant confirmation was obtained. Within the scope of (b) the transferability study, the entire process was *described in detail and *purposeful and *adequate sampling was provided. (c) The confirmability study, *coding reliability was calculated by an independent expert. Coding reliability was achieved by re‐coding all interviews by an independent expert and was calculated with the formula of Miles and Huberman ([<reflink idref="bib41" id="ref84">41</reflink>]) (Reliability = Consensus/Consensus + Disagreement). During this process, the reliability rate of the coding was found to be 92%. The codes on which the researcher and the evaluator disagreed were discussed and a consensus was reached on two themes and five codes.</p> <hd id="AN0187391114-14">Ethic</hd> <p>Written and verbal permission was obtained for the observations and interviews with the participants in the study. In addition, participants were given a written assurance that they could leave the study at any time without giving a reason, and it was stated in writing that their personal information would not be used in the study. In addition to all these, the Ethics Committee decision numbered 681,921 dated 16/01/2024 was taken by Anadolu University Ethics Committee in order to conduct the research.</p> <p>The ethical principles accepted for all research processes are (a) institutional approval, (b) confidentiality, (c) fair sharing and (d) honesty (Guba, [<reflink idref="bib34" id="ref85">34</reflink>]). Institutional approval is the approval of the Anadolu University Ethics Committee mentioned above. In addition, voluntary participation was obtained from each participant by obtaining written and verbal permission. A code name was used for each participant in the confidentiality policy. Information about the participants was not shared with anyone other than the researchers. In accordance with the principle of honesty, the researchers conducted the study only on existing data, had the transparency checked by independent experts, and provided a detailed report. The principle of fair sharing is explained in the following heading. One of the most important steps among ethical principles is ensuring fair sharing. Fair sharing is ensured by the realisation of reciprocity (Glazer, [<reflink idref="bib33" id="ref86">33</reflink>]). In this regard, after the research was completed, the second author provided training to the participating teacher candidates regarding the planning and presentation of functional reading instruction with evidence‐based practices.</p> <hd id="AN0187391114-15">FINDINGS</hd> <p>The findings obtained from the interviews in the research are summarised in Table 3, and the findings obtained from the observations are summarised in Table 4. Data obtained from the researcher's diary were used to support observations and interviews and were supported with quotations on relevant themes.</p> <p>3 TABLE Themes and codes obtained from semi‐structured interviews.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">What is functional reading?</td></tr><tr><td align="left">Using reading in daily life</td></tr><tr><td align="left">Lack of knowledge about the concept</td></tr><tr><td align="left">Functional reading types</td></tr><tr><td align="left">The importance of functional reading for individuals with development disabilities</td></tr><tr><td align="left">Demonstration of independent living skills</td></tr><tr><td align="left">Ensuring security</td></tr><tr><td align="left">Social literacy</td></tr><tr><td align="left">Acquiring academic skills</td></tr><tr><td align="left">Methods they use in teaching functional reading</td></tr><tr><td align="left">Direct teaching method</td></tr><tr><td align="left">Errorless teaching methods</td></tr><tr><td align="left">Constant time delay teaching</td></tr><tr><td align="left">Teaching with simultaneous prompting</td></tr><tr><td align="left">Teaching with progressive assistance</td></tr><tr><td align="left">Three‐dimensional material design and animation</td></tr><tr><td align="left">Skills and concepts they work in teaching functional reading</td></tr><tr><td align="left">Colour concept</td></tr><tr><td align="left">Traffic and pedestrian skills</td></tr><tr><td align="left">Social warning and information signs</td></tr><tr><td align="left">Read own name</td></tr><tr><td align="left">Geometrical shapes</td></tr><tr><td align="left">School and classroom rules</td></tr><tr><td align="left">Opposite concepts</td></tr><tr><td align="left">Seasons</td></tr><tr><td align="left">Difficulties in teaching functional reading</td></tr><tr><td align="left">Not giving the child an opportunity (lack of experience)</td></tr><tr><td align="left">Teachers' prejudices</td></tr><tr><td align="left">Inadequacies in teacher qualifications</td></tr><tr><td align="left">Insufficiency of existing undergraduate courses</td></tr><tr><td align="left">The gap between practice and theory</td></tr><tr><td align="left">Difficulties in cooperating with family</td></tr><tr><td align="left">Difficulties in planning functional reading instruction</td></tr><tr><td align="left">Challenges in delivering audio‐based instruction</td></tr><tr><td align="left">Difficulties in game development</td></tr><tr><td align="left">Difficulties coping with problem behaviours</td></tr><tr><td align="left">Children have severe disabilities</td></tr><tr><td align="left">Support needs of teacher candidates</td></tr><tr><td align="left">Practical functional reading teaching training</td></tr><tr><td align="left">Choosing the appropriate teaching method</td></tr><tr><td align="left">Request special course for functional reading in the undergraduate program</td></tr><tr><td align="left">Reproducible teaching steps guide</td></tr><tr><td align="left">Supporting family involvement</td></tr><tr><td align="left">Game teaching support</td></tr><tr><td align="left">Suggestions for strengthening functional reading teaching</td></tr><tr><td align="left">Improving and monitoring teacher qualifications</td></tr><tr><td align="left">Increasing implementation efforts</td></tr><tr><td align="left">Opening a functional reading teaching course and making it compulsory</td></tr><tr><td align="left">Concretisation of teaching</td></tr><tr><td align="left">Using embedded instruction</td></tr><tr><td align="left">Increasing the field competence of academics</td></tr><tr><td align="left">Creating a daily sentence list</td></tr><tr><td align="left">In‐class material support</td></tr><tr><td align="left">Physical landscaping</td></tr><tr><td align="left">Prioritise skills</td></tr><tr><td align="left">Technology‐supported teaching</td></tr><tr><td align="left">Educational strengthening of the family</td></tr></tbody></table> </ephtml> </p> <p>4 TABLE Themes and codes obtained from classroom observations.</p> <p> <ephtml> <table><tbody valign="top"><tr><td align="left">Functional reading instruction planning</td></tr><tr><td align="left">Difficulty preparing plans</td></tr><tr><td align="left">Problems setting goals</td></tr><tr><td align="left">Inadequacies in material and tool development</td></tr><tr><td align="left">Functional reading teaching practices</td></tr><tr><td align="left">Difficulties in method selection and implementation</td></tr><tr><td align="left">Errorless teaching practices</td></tr><tr><td align="left">Direct teaching practices</td></tr><tr><td align="left">Natural language teaching techniques</td></tr><tr><td align="left">Safety skills teaching</td></tr><tr><td align="left">Colour concept teaching</td></tr><tr><td align="left">Teaching opposite concepts</td></tr><tr><td align="left">Problems in the evaluation phase</td></tr></tbody></table> </ephtml> </p> <hd id="AN0187391114-16">Functional reading teaching experiences and opinions of special education teacher candidates</hd> <p>In the study seven themes emerged in the light of the findings obtained from the interviews conducted with special education teacher candidates, (a) what is functional reading, (b) the importance of functional reading for individuals with development disabilities, (c) the methods they use in teaching functional reading, (d) the skills and concepts they work in teaching functional reading, (e) difficulties in teaching functional reading, (f) support needs of teacher candidates, and (g) suggestions for strengthening functional reading teaching. The codes belonging to these themes are given in Table 3.</p> <p>The first finding from the interviews: 'What is functional reading?' In the theme, the findings are about how the participants define functional reading and what they understand from this concept. Accordingly, most of the participants (10:83%) define it as use functional reading in daily life. Some comments were:</p> <p>What is important in daily life skills is reading the words we need to use, our exam place is B108, for example, I can understand which floor it is in which block. (T8)</p> <p>Part related to daily life, for exp. traffic rules, here is recognizing the signature. (T7)</p> <p>Visual recognition method, such as seeing M and saying Migros, understanding that it is a market. (T9)</p> <p>We call these functional reading, such as using a bus, reading the signature, reading the name, reading the signs, reading the time. (T6)</p> <p>Majority of the participants (11:92%) stated that they had a lack of knowledge about the concept, that although they had practised these skills, they did not know it as functional reading, and that they had just heard of the concept. Some comments were:</p> <p>I may not be able to define it exactly right now. (T2)</p> <p>So, this is the first time I am hearing this name, functional reading. (T7)</p> <p>Functional reading is more culturally or, I don't know... I have never heard of this before. (T1)</p> <p>Only one participant (T10) mentioned the types of functional reading:</p> <p>I read a thesis about functional reading, where functional reading was divided into two, limited and generalized functional reading. It's more generalized, how can I say it, traffic signs, other than that, location, and direction information.</p> <p>In the theme of 'the importance of functional reading for individuals with developmental disabilities' included codes for displaying independent living skills, ensuring safety, social literacy and acquiring academic skills. Participants said:</p> <p>... of course it would be much more logical to use functional reading. Because it is very difficult to teach them the alphabet and how to read properly. It seems more logical to me to teach them things and words in daily life that they can use instead. Functional reading is important here. Actually, to live independently. (T10)</p> <p>In other words, to live individually in later life. They emphasized the importance of functional reading for independent living with the following statements: Functional reading is very important for them to live independently. (T7)</p> <p>So, in order for these individuals to live independently, they need to read about life from the very beginning when they go out, that is, in order to read life, they need to be able to read those texts. (T1)</p> <p>Most of the participants (10:83%) stated the importance of functional reading in ensuring security with the following statements:</p> <p>It is important for emergency and dangerous situations. In terms of security requirements. For example, they see a warning sign and can infer from the symbol or thing on it that there might be a dangerous situation there and move away. (T8)</p> <p>Knowing the address, for example, what would this prevent? It prevents getting lost. It is security. After that, knowing his name and words, knowing his parents' phone numbers. (T11)</p> <p>Apart from these, the participants explained social literacy as recognising and interpreting the words they see outside and interacting with people.</p> <p>In the 'teaching functional reading' theme, the participants said that they often (11:92%) resorted to errorless teaching methods and direct teaching:</p> <p>I use fixed waiting time teaching I use direct teaching method. So, I used these two the most. (T8)</p> <p>I mostly used functional reading with simultaneous prompting. (T10)</p> <p>Fixed waiting time teaching, for example. Fixed delay time teaching, direct instruction, I used these two all the time. (T6)</p> <p>I use fixed delay time teaching and simultaneous prompt teaching. (T4)</p> <p>One participant stated that he designed three‐dimensional materials and taught with animation applications.</p> <p>According to majority of participants (11:92%), 'The skills and concepts that the participants worked on in teaching functional reading' are as follows: colour concept, traffic and pedestrian skills, social warning, and information signs, reading one's own name, geometric shapes, school and classroom rules, opposite concepts, and seasons. Some participants expressions regarding this are as follows:</p> <p>... we worked on traffic signs. We prepared such materials as pedestrian crossing, school crossing, here stop. (T8)</p> <p>We had the illiterate student read and write when he saw his own name. (T2)</p> <p>I taught traffic rules and classroom rules. We write the school rules and make them read them. (T11)</p> <p>So we were teaching colors. It was a triangle, it was a square, we were trying to teach it in different ways. (T3)</p> <p>Participants frequently (11:92%) reported difficulties in teaching functional reading. In the theme of 'difficulties in teaching functional reading', prospective participants said:</p> <p>He may not go out much. Let's say I'm telling something about traffic signs. When the family constantly gets in the way of the child, that is, when it prevents the child from seeing this, I am only explaining this in theory and the child is not able to translate it into practical life, daily life. (T8)</p> <p>'They are not very aware of the events and words that are happening, and they do not know where to use them' (T2) and drew attention to the fact that the child was not given the opportunity.</p> <p>I don't know how accurate it is to say this, but. There is no language output, he cannot speak anyway. he can't talk anyway. When they are ignored by saying that they do not talk at all, functional reading is already left in the background. (T8)</p> <p>'Generally, the child's level is the biggest obstacle for teachers. Because most of the time, when they think about this teaching, they say, oh, my child can't do it anyway' (T5) and expressed the prejudices of the teachers.</p> <p>More than half of participants (9:75%) stated that teacher inadequacies come to the fore in functional reading instruction and that teachers are not equipped in this regard. Participants state that there are 'inadequacies in teacher qualifications':</p> <p>So, they are closed to new methods, and they find it difficult to implement new things. So, a curriculum comes to them right now and they say okay, let's just implement them. (T2)</p> <p>They don't do much about functional reading. I entered a classroom. The child does not know with which hand he holds a pencil. (T10)</p> <p>In addition to teacher inadequacies, most of the participants (10:83%) also mentioned inadequacies in undergraduate courses. Similarly, regarding the inadequacy of the existing undergraduate course, they said:</p> <p>If I can understand the connection between the normal literacy course and functional literacy, I think I can act more easily. There was no functional reading and writing in the course we took. (T5)</p> <p>We did not take functional reading in the literacy teaching course. Mostly, lecturers from the field of hearing impairment come to the classes. That's why teaching reading and writing is explained in a way similar to that of normal children. (T7)</p> <p>Most of the participants (11:92%) stated that there was a gap between practice and theory due to teacher shortages and limitations in the undergraduate course, and that they could not transfer what they saw in the lessons to practice. Participants said, about the gap between practice and theory:</p> <p>There is a problem in practice, sir. We still learn something in theory, but we cannot actually apply it in the field. There should be a practical course for us. (T12)</p> <p>You know, theory and practice are not the same. So, in my opinion, academicians should pay more attention to practice when giving lessons in special education, for example. It does not work as described in theory. Academicians stay a little further away. (T9)</p> <p>How will I teach? How will I teach, how will I do it? We have never really been able to put this into practice. We really have serious problems with the application in reading and writing. (T3)</p> <p>Participants also stated that it was difficult to establish cooperation with the family regarding the difficulties experienced in teaching functional reading, that they, as teacher candidates, had difficulties in planning functional reading instruction, that they had difficulties in providing sound‐based teaching and developing games, and that the children's severe disabilities and their inability to cope with problem behaviours made the teaching process difficult.</p> <p>In the theme of 'support needs of teacher candidates', all the participants (12:100%) stated that they needed practical functional reading teaching training. Regarding this, the participants said that:</p> <p>Actually, we are seeing that lesson, but it is still a bit up in the air. We cannot fully visualize it. When we move on to teaching, we are left with a few things: what was being done, how it was being done. I wish it would be a little more theoretical and turn into practice. (T8)</p> <p>I would also like there to be something you can put into practice after the theoretical part is over. (T2)</p> <p>I mean, I would like them to open this course and have us practice. Yes. I would like to see which method we will use first in the undergraduate course, that is, practice. (T7)</p> <p>Some of the participants (7:59%) also stated that they did not know which method to choose when teaching functional reading and that they were inadequate in terms of which method to use. Regarding the selection of the appropriate teaching method, they expressed their opinions as follows:</p> <p>If I try to do something related to functional reading only for that purpose, I may not be able to choose the most suitable method. (T2)</p> <p>I do not have much knowledge about the most appropriate method in this regard. It would be better if the appropriate method for teaching functional reading was taught. (T10)</p> <p>In functional reading, it is technically difficult to find the most appropriate technique and teach it that way, we do not know. (T6)</p> <p>Some participants (7:59%) requested a separate course on functional reading instruction. Some participants said about the request for a special course on functional reading in the language program:</p> <p>So, it would be better if there was a different course or a different program for functional reading. We need it. (T6)</p> <p>Here's the purpose of it, there should be a course for how to write it, which methods can be used or how those adaptations can be made. (T9)</p> <p>And they (7:59%) wanted a repeatable teaching steps guide,</p> <p>There was no resource for us for functional reading. Whoever comes should be able to do the same thing and give meaning to the same thing. They stated: 'It should be repeatable'. (T9)</p> <p>In other words, they should explain to me in detail how to teach it to the child. (T4)</p> <p>Apart from these, they stated that family participation should be supported and that they wanted games to be taught to them in functional reading teaching.</p> <p>In the theme of 'suggestions for strengthening functional reading teaching', all participants (12:100%) expressed their opinions on improving and monitoring teacher qualifications. Some statements on this subject are as follows:</p> <p>I think they should test their own knowledge on this subject and question their own competence. (T5)</p> <p>Institutions need to support us, public education should support us, public education courses should be opened. It is important that teachers are adequately supported. (T11)</p> <p>There is a bit of a gear‐to‐wheel situation in the Ministry of Education. Private educators, especially after a certain point, students stop improving themselves completely due to the effect of not getting any feedback. Teachers in the Ministry of Education need to get rid of this situation. The Ministry of Education should also make this mandatory. He needs to learn something. 'The control mechanism needs to be a little tighter. (T10)</p> <p>Most of the participants (11:92%) argued that implementation studies for functional reading instruction should increase. Regarding increasing implementation studies, they said:</p> <p>I think studies can be done on practical applications. There are many studies in theory, but not in practice. (T5)</p> <p>Academic language can sometimes be heavy. Sometimes I can't understand. Don't let academic language remain in the air. For example, application is very important, there must be application. (T12)</p> <p>It is so robotic that naturally I do not understand it since I cannot listen anyway. It is not efficient... but we have a serious problem in understanding such functionality. It doesn't exist in the application size anyway. They expressed their opinion that 'implementation is necessary'. (T3)</p> <p>In addition to the implementation activities, the participants (6:50%) wanted the functional reading instruction course to be opened and made compulsory. Regarding opening and making a functional reading teaching course compulsory:</p> <p>... it may be compulsory in all universities throughout Turkey. 'I think the course you teach should also be compulsory. (T2)</p> <p>First of all, a course should definitely be opened in this field and it should be made compulsory. (T4)</p> <p>Participants (7:59%) stated that the use of concrete examples is important in presenting functional reading instruction effectively and that concretisation should be included in the teaching process. Regarding the concretisation of teaching, some comments were:</p> <p>First of all, I think it needs to be concretized more. It would be more useful that way. (T7)</p> <p>I think that a more permanent education will be provided to us when they share their experiences from concrete daily events because they are experienced. (T1)</p> <p>For creating a list of sentences used daily '... functional sentences and information that can be used in daily life vary depending on age. Accordingly, it may be logical to have knowledge about creating a tool, creating a list, and to provide training'. (T11)</p> <p>In addition, minority of the participants (3:25%) stated that in‐class material support is important for functional reading instruction. Regarding the in‐class material support:</p> <p>Perhaps more materials could be given in the classroom. There are deficiencies in materials in the classroom and throughout the school, there must be material support. (T8)</p> <p>Maybe there could be more materials in the classroom. There are material deficiencies in the classroom and throughout the school, schools need material support. (T2)</p> <p>In addition to these, only 1 participant (1:8%) each expressed opinions on physical environmental regulation, prioritising skills, technology‐supported teaching and strengthening the family. These are as follows respectively:</p> <p>They need to be involved in social life. I think environmental regulations should be made in this regard. There are track areas and sports fields. I think areas where people with special needs can experience these social environments within certain limits and under certain safe conditions can be arranged. (T5)</p> <p>We also need to learn the order of priorities, for example. Teaching a grocery store logo or teaching a phone number? These should be looked at. Prioritization! (T4)</p> <p>I would definitely like it to be accompanied by technology‐supported teaching methods. Because now they are more useful in every sense. (T2)</p> <p>When a team is established, it should go together with family training, and family participation in teaching may be made compulsory. (T9)</p> <hd id="AN0187391114-17">Functional reading teaching practices of special education teacher candidates</hd> <p>Observations findings with special education teacher candidates in the research, two themes emerged: functional reading teaching planning and functional reading teaching practices, as seen in Table 4. It was observed that the participants had difficulties in preparing a lesson plan during the internship, that they did not know how to create the plan, and that they could not transfer the method to the plan appropriately. Similarly, they have problems in determining appropriate goals for the plan and the lesson, they ignore the goals of the "reading" action while studying functional reading skills, they focus more on the relevant concept or skill (for example, showing red, classifying seasonal visuals, etc.). It has been observed that they rarely include purposes related to functional reading (saying red, saying spring, etc.).</p> <p>It was observed that they prepared different and rich tool sets for teaching concepts and skills during the planning phase of functional reading instruction. However, it has been observed that the tools are not focused on functional reading and that texts written in a size and font suitable for the reading action according to the individual characteristics of the students are not included in the tools. It has been observed that special education teacher candidates should be supported in planning functional reading instruction and developing original materials for this subject.</p> <p>The functional reading teaching practices of the participating teacher candidates were examined by observing their lessons within the scope of the internship practice. It was observed that the participants had difficulty in choosing the method while studying functional reading skills and could not determine which method to choose for which purpose. In addition, there are inadequacies in the application of the selected methods in accordance with the application steps of the method. In line with the interview findings, they have difficulty in choosing and applying methods and often use errorless teaching method and direct teaching method. Similar to the interview findings, functional reading was carried out in teaching traffic rules, safety skills such as emergency phone numbers, colour concepts such as red and green, and contrasting concepts such as big‐small, less‐more.</p> <p>A finding that emerged during the observation process, unlike the interview findings, is that most of the participants used the "expansion" technique, which is a natural language teaching technique. During the process of reading the card that says "Open", expansion actions such as accepting the student's "op..." as correct and the teacher expanding it by saying <emph>"</emph>Open" were among the frequently observed events during the observation.</p> <p>The difficulties experienced in method and planning were also reflected in the evaluation phase. Participants focused on distinguishing the concept being studied rather than measuring functional reading. For example, instead of reading the word "red", it was sufficient to point to the red object. Of course, this measurement is also necessary and important in teaching the concept. However, functional reading skills are not evaluated here.</p> <p>In the researcher's diary regarding the observation and interview processes are as follows:</p> <p>Teacher candidates could not obtain any information about providing functional reading instruction for children with intellectual disabilities and autism from the literacy course they took during their undergraduate education. (diary‐11.03.24)</p> <p>Teacher candidates had not heard or knew what functional reading was, but they were actually applying it under the name of other courses. For example, some of the readings they did in mathematics and life sciences were functional reading. (diary‐02.04.24)</p> <p>Young people always tend to use the same methods and stay away from trying new things. (diary‐08.04.24)</p> <p>There is a huge lack of knowledge and experience in teaching functional reading, all candidates want support. (diary‐10.04.24)</p> <p>The interview times were shorter than expected, the young people had difficulty in producing rich answers despite all the probing questions, in fact there were answers, but I think they could not express themselves well and needed support in this regard. (diary‐29.04.24)</p> <hd id="AN0187391114-18">DISCUSSION</hd> <p>In this research, the situation of special education teacher candidates regarding functional reading teaching was examined. According to the research findings, the majority of special education teacher candidates defined functional reading as using reading in daily life and associated the importance of functional reading with independent living skills for students with developmental disabilities. Similarly, Terzioğlu and Topaç ([<reflink idref="bib57" id="ref87">57</reflink>]) in their study to determine the opinions of special education teachers regarding the literacy learning of individuals with intellectual disabilities; it is noteworthy that the participants emphasised that teaching reading and writing is necessary for individuals with intellectual disabilities to become independent. Başal and Batu ([<reflink idref="bib8" id="ref88">8</reflink>]) emphasised in their study that reading and writing skills are necessary for students with intellectual disabilities to sustain their daily lives independently. Looking at the studies, it can be seen that functional reading generally refers to visual recognition for the purpose of sustaining daily life (Bender et al., [<reflink idref="bib10" id="ref89">10</reflink>]; Browder & Lalli, [<reflink idref="bib13" id="ref90">13</reflink>]; Conners, [<reflink idref="bib20" id="ref91">20</reflink>]). However, some of the teacher candidates stated that they had a lack of knowledge about the concept, that although they had practiced these skills, they did not know it as a functional reading, and that they had only just heard of the concept. This finding regarding the definition of functional reading suggests that more space should be given in the program so that students can learn the concept of functional reading. Similarly, in the observation findings, it was observed that there was difficulty in the evaluation phase, and the participants focused on distinguishing the concept being studied rather than measuring functional reading.</p> <p>The participants in teaching functional reading were examined, it was seen that they frequently resorted to errorless teaching methods and direct teaching. When the literature is examined, it is seen that the direct teaching method is widely used in teaching functional reading and writing to students with special needs (Akgün & Gürsel, [<reflink idref="bib4" id="ref92">4</reflink>]; Özak & Diken, [<reflink idref="bib47" id="ref93">47</reflink>]). Similarly, errorless teaching methods are among the frequently used teaching methods in this field (Collins et al., [<reflink idref="bib19" id="ref94">19</reflink>]; Fishbach‐Goodman, [<reflink idref="bib32" id="ref95">32</reflink>]; Özak & Diken, [<reflink idref="bib47" id="ref96">47</reflink>]). It was determined that there was diversity in the skills and concepts they studied in functional reading teaching.</p> <p>According to the findings obtained from classroom observations in the research, parallel to the interview findings, teacher candidates have difficulty in choosing and applying methods and they often use errorless teaching method and direct teaching method. A finding that emerged during the observation process, unlike the interview findings, is that most of the participants used the "expansion" technique, which is a natural language teaching technique. In the literature, it is seen that this technique is used in teaching functional reading (Akemoğlu et al., [<reflink idref="bib3" id="ref97">3</reflink>]; Dunst et al., [<reflink idref="bib26" id="ref98">26</reflink>]; Koegel et al., [<reflink idref="bib38" id="ref99">38</reflink>]).</p> <p>On the theme of difficulties in teaching functional reading, participants pointed out teachers' prejudices, inadequacies in teacher qualifications, the inadequacy of the existing undergraduate course, and the gap between practice and theory. Vuran et al. ([<reflink idref="bib58" id="ref100">58</reflink>]) also stated that the gap between practice and theory has a negative impact on the teacher training process and that the problems in the field should be identified through action research, solutions should be produced, and the solutions should be put into practice. Similarly, teacher candidates' expectations emphasise the strong content of the teaching practice course and teacher qualifications (Yücesoy‐Özkan et al., [<reflink idref="bib64" id="ref101">64</reflink>]).</p> <p>In addition, all of the participants stated that they, as prospective teachers, had difficulty in planning functional reading instruction, that they had difficulty in providing sound‐based instruction and in developing games, and that children's severe disabilities and their inability to cope with problem behaviours made the teaching process difficult, and that they needed applied functional reading instruction training. In the context of the solution proposal, all of the participants expressed their opinions on the development and supervision of teacher qualifications. Observation findings similarly revealed that there were difficulties in teaching method and planning. Research also emphasises that the quality of teachers should be increased in order to increase the efficiency of the teaching practice course (Aktan, [<reflink idref="bib5" id="ref102">5</reflink>]; Vuran et al., [<reflink idref="bib58" id="ref103">58</reflink>]). Similarly, it is stated that the inadequacy of the content of the teaching practice course may pose a problem in the teacher training process (Dayı et al., [<reflink idref="bib23" id="ref104">23</reflink>]; Özyürek, [<reflink idref="bib49" id="ref105">49</reflink>]).</p> <p>Among the difficulties stated by the participants, it was emphasised that it was difficult to establish cooperation with the family and the child was not given opportunities. When the relevant literature is examined, studies are encountered that support this finding of the research (Başal & Batu, [<reflink idref="bib8" id="ref106">8</reflink>]; Demirok & Akçam, [<reflink idref="bib24" id="ref107">24</reflink>]; Kakşa, [<reflink idref="bib36" id="ref108">36</reflink>]). In his study, Kakşa ([<reflink idref="bib36" id="ref109">36</reflink>]) included problems arising from the family, such as the family's indifference towards the child, the family's lack of repetition at home, and the family's failure to provide the necessary support for education and training.</p> <p>According to the observations of the researchers during the process, teacher candidates have difficulty in planning and implementing functional reading instruction, cannot gain the necessary competence due to the insufficiency of the practical teaching course and cannot carry the theoretical knowledge to the field. In addition, all the teacher candidates (except one) who came to the interview stated that they had just heard the concept of "functional reading", that they did not know that many of the skills they actually studied were functional reading skills, and that when they thought of reading skills, they only understood the training that takes place with letters and writings. This situation showed that the research process created an awareness about functional reading among the participants. In addition, during classroom observations, it was noteworthy that the participants actually performed functional reading instruction without realising that they were practising functional reading in lessons such as mathematics and daily life. This situation showed that although the participants did not teach within the scope of the concept of functional reading due to lack of knowledge, they unknowingly studied functional reading embedded in other courses, but they did not do this in a planned and systematic way.</p> <p>As a result, teacher candidates in Turkey stated that they had difficulties in teaching functional reading, that they were inadequate, that their practical experience was limited, and that there were insufficient applied courses on teaching functional reading in the undergraduate program. This general result of the study is in line with the findings of other studies conducted on teacher training in Turkey (Vuran et al., [<reflink idref="bib58" id="ref110">58</reflink>]; Yücesoy‐Özkan et al., [<reflink idref="bib64" id="ref111">64</reflink>]).</p> <hd id="AN0187391114-19">CONCLUSION AND IMPLICATIONS</hd> <p>In conclusion, the results of this research can be summarised as follows:</p> <p></p> <ulist> <item> It was determined that special education teacher candidates had difficulty in teaching functional reading during the teaching practice process, had deficiencies in knowledge and skills, and needed support.</item> <p></p> <item> Teacher candidates requested practical training on functional reading teaching during their undergraduate education and stated that they wanted to learn teaching methods specific to functional reading teaching.</item> <p></p> <item> In this study, the difficulties in teaching functional reading and some solution suggestions for eliminating these difficulties were put forward, such as reorganising the special education teaching undergraduate program, adding enriched content for functional reading teaching to reading‐writing teaching courses, or opening an elective course for this course. It is also recommended to strengthen the field expertise of the instructors who will teach this course and to ensure specialization in the field of functional reading teaching.</item> </ulist> <p>Due to the nature of qualitative research, this research is limited to the 10 teacher candidates who participated in the study. In special education research, traditional literacy teaching studies are frequently carried out, while studies on functional reading teaching remain limited. In this context, it can be said that the study contributes to the literature. In addition, while taking the opinions of prospective teachers who continue their teaching practice, observing their course experiences in which they provide functional reading instruction is seen as the strength of the study in terms of providing data diversification in the research as well as providing the opportunity to examine this experience in direct and indirect ways. On the other hand, the study also has some limitations. In the study, special education teacher candidates' experiences in functional reading teaching were revealed through interviews and observations, but the research was limited to describing the current situation. It was not possible to develop an intervention to reduce or eliminate the difficulties identified in the study. Some suggestions were made in the light of the findings and limitations of the research.</p> <hd id="AN0187391114-20">Implications for practice and research</hd> <p>The recommendations developed according to the results of this research are listed below:</p> <p></p> <ulist> <item> Experimental studies should be conducted to meet the need for support in coping with the difficulties experienced by special education teacher candidates in teaching functional reading.</item> <p></p> <item> The fact that teacher candidates find their undergraduate education inadequate in terms of teaching functional reading necessitates opening undergraduate courses for teaching functional reading. Similarly, projects should be carried out to strengthen faculty members in this regard.</item> <p></p> <item> The fact that determining and implementing methods for teaching functional reading emerges as the most difficult issue requires planning different evidence‐based implementation studies.</item> <p></p> <item> The importance of providing support opportunities to the child and the family in teaching functional reading is emphasised and the difficulties in family cooperation are mentioned. In this context, family education programs should be developed and applied research including family education should be conducted.</item> </ulist> <hd id="AN0187391114-21">FUNDING INFORMATION</hd> <p>No funding received for conducting this study.</p> <hd id="AN0187391114-22">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors have no conflicts of interest to disclose.</p> <hd id="AN0187391114-23">DATA AVAILABILITY STATEMENT</hd> <p>The data of this study has not been made public due to the sensitivity of the subject. The data obtained in the research is in the native language of the country where the research was conducted. Upon request, it can be translated into English and sent via e‐mail.</p> <hd id="AN0187391114-24">ETHICS STATEMENT</hd> <p>Ethics Committee decision numbered 681921 dated 16 January 2024 was taken by Anadolu University Ethics Committee in order to conduct the research.</p> <ref id="AN0187391114-25"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref54" type="bt">1</bibl> <bibtext> Akarsu, E. (2022) The effect of the functional word series of the Edmark reading program presented with a tablet computer in gaining functional reading skills to students with intellectual disabilities (Unpublished master's thesis). Konya : Necmettin Erbakan University, Institute of Educational Sciences.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref11" type="bt">2</bibl> <bibtext> Akçamete, G., Gürgür, H. & Kış, A. (2003) Teacher opinions regarding the reading and writing skills of students with special needs placed in inclusion programs. Ankara University Faculty of Educational Sciences Journal of Special Education, 4 (2), 39 – 53.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref61" type="bt">3</bibl> <bibtext> Akemoğlu, Y., Meadan, H. & Towson, J. (2020) Embedding naturalistic communication teaching strategies during shared interactive books reading for preschoolers with developmental delays: a guide for caregivers. Early Childhood Education Journal, 48 (6), 759 – 766.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref68" type="bt">4</bibl> <bibtext> Akgün, Ö. & Gürsel, O. (2022) The effectiveness of teaching functional mathematics skills to students with developmental disabilities through direct instruction. Ankara University Faculty of Educational Sciences Journal of Special Education, 23 (3), 507 – 535.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref69" type="bt">5</bibl> <bibtext> Aktan, O. (2023) Evaluation of the special education teaching program teaching practice course by teacher candidates and practice teachers. Dokuz Eylül University Buca Faculty of Education Journal, 56, 974 – 1003.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref70" type="bt">6</bibl> <bibtext> Bailey, K. (1994) Methods of social research, 4th edition. New York : The Free Press.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref43" type="bt">7</bibl> <bibtext> Baranek, A., Fienup, D.M. & Pace, G. (2011) Brief experimental analysis of sight words interventions: a comparison of acquisition and maintenance of detection interferences. Behavior Modification, 35 (1), 78 – 94.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref4" type="bt">8</bibl> <bibtext> Başal, M. & Batu, E.S. (2002) Opinions and suggestions of lower special class teachers on teaching reading and writing to mentally disabled students. Ankara University Faculty of Educational Sciences Special Education Journal, 3 (2), 85 – 98.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref8" type="bt">9</bibl> <bibtext> Bay, Y. (2008) Evaluation of first reading‐writing teaching with sound‐based sentence method: Ankara province example (Unpublished doctoral thesis). Ankara : Gazi University, Institute of Educational Sciences.</bibtext> </blist> <blist> <bibtext> Bender, M., Valletutti, P.J. & Baglin, C.A. (2008) Spectrum Disorders. Autism Spectrum Disorders: A Research Review for Practitioners, 1001, 243.</bibtext> </blist> <blist> <bibtext> Boeije, H. (2010) Analysis in qualitative research. London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Bouck, E.C. (2013) Secondary curriculum and transition. In: Wehman, P. (Ed.) Life beyond the classroom transition strategies for youth people with disabilities. Maryland : Paulh Brookes Publishing, pp. 215 – 235.</bibtext> </blist> <blist> <bibtext> Browder, D.M. & Lalli, J.S. (1991) Review of research on sight words instruction. Research in Developmental Disabilities, 12, 203 – 228.</bibtext> </blist> <blist> <bibtext> Browder, D.M. & Minarovic, T.J. (2000) Utilizing sight words in self‐instruction training for employees with moderate mental retardation in competitive jobs. Education and Training in Mental Retardation and Developmental Disabilities, 35, 78 – 89.</bibtext> </blist> <blist> <bibtext> Browder, D.M. & Snell, M.E. (2000) Teaching functional academics. In: Snell, M.E. & Brown, F. (Eds.) Instruction of students with severe disabilities. New Jersey : Merrill Publishing Company, pp. 493 – 543.</bibtext> </blist> <blist> <bibtext> Cazzell, S., Skinner, C.H., Ciancio, D., Aspiranti, K., Watson, T., Taylor, K. et al. (2017) Evaluating a computer flash‐card sight‐word recognition intervention with self‐determined response intervals in elementary students with intellectual disability. School Psychology Quarterly, 32 (3), 367 – 378.</bibtext> </blist> <blist> <bibtext> Cemaloğlu, N. & Yıldırım, K. (2008) Teaching primary reading and writing. Ankara : Nobel.</bibtext> </blist> <blist> <bibtext> Coleman, M.B., Hurley, K.J. & Cihak, D.F. (2012) Comparing teacher‐directed and computer‐assisted constant time delay for teaching functional sight words to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 47 (3), 280 – 292.</bibtext> </blist> <blist> <bibtext> Collins, B.C., Evans, A., Creech‐Galloway, C., Karl, J. & Miller, A. (2007) Comparison of the acquisition and maintenance of teaching functional and core content sight words in special and general education settings. Focus on Autism and Other Developmental Disabilities, 22 (4), 220 – 233.</bibtext> </blist> <blist> <bibtext> Conners, F.A. (1992) Reading instruction for students with moderate mental retardation: review and analysis of research. American Journal on Mental Retardation, 96 (6), 577 – 597.</bibtext> </blist> <blist> <bibtext> Coşkun, E. (2002) The place of reading in our lives and the formation of the reading process. Turkology Research, 11, 1 – 14.</bibtext> </blist> <blist> <bibtext> Creswell, J.W. (2014) Research design: qualitative, quantitative, and mixed methods approaches, 4th edition. California : Sage Publications.</bibtext> </blist> <blist> <bibtext> Dayı, E., Dönmez, D. & Durgun, M. (2023) Opinions of special education teachers about the teaching practice training certificate program. Turkish Journal of Educational Sciences, 21 (2), 705 – 730.</bibtext> </blist> <blist> <bibtext> Demirok, M.S. & Akçam, A. (2019) Teachers' views on reading and writing learning of children with special needs. Journal of Cyprus Research and Studies, 2 (4), 85 – 97.</bibtext> </blist> <blist> <bibtext> Devrimci, H. (1993) Examination of reading habits in primary school 5th grade children (Unpublished master's thesis). Ankara : Hacettepe University Health Sciences Institute.</bibtext> </blist> <blist> <bibtext> Dunst, C.J., Raab, M. & Trivette, C.M. (2012) Characteristics of naturalistic language intervention strategies. Journal of Speech‐Language Pathology & Applied Behavior Analysis, 5 (3–4), 8 – 16.</bibtext> </blist> <blist> <bibtext> Eikeseth, S., Smith, T., Jahr, E. & Eldevik, S. (2002) Intense behavioral treatment at school for 4‐to 7‐year‐old children with autism: a 1‐year comparison controlled study. Behavior Modification, 26 (1), 49 – 68.</bibtext> </blist> <blist> <bibtext> Eliçin, Ö. (2015) The effectiveness of the program offered via tablet computer in acquiring functional reading skills in children with autism spectrum disorder (Unpublished doctoral thesis). Bolu : Abant İzzet Baysal University, Institute of Educational Sciences.</bibtext> </blist> <blist> <bibtext> Engin, M. (2011) Research diary: a tool for scaffolding. International Institute for Qualitative Methodology, 10 (3), 296 – 306.</bibtext> </blist> <blist> <bibtext> Er, Z. (2020) The effect of the Edmark reading program functional words series program on acquisition of functional reading skills to a student with moderate intellectual disability (Unpublished master's thesis). Ankara : Gazi University, Institute of Educational Sciences, Department of Special Education.</bibtext> </blist> <blist> <bibtext> Erlandson, D.A., Harris, E.L., Skipper, B.L. & Allen, S.D. (1993) Doing naturalistic inquiry: a guide to methods. California : Sage Publications.</bibtext> </blist> <blist> <bibtext> Fishbach‐Goodman, E.A. (1996) Training peer tutors to teach functional reading to students with multiple handicaps using constant time delay [ProQuest Dissertations & theses 9707995]. Ohio : University of Cincinnati.</bibtext> </blist> <blist> <bibtext> Glazer, M. (1982) The threat of the stranger: vulnerability, reciprocity, and fieldwork. In: Sieber, J.E. (Ed.) The ethics of social research. Springer Series in Social Psychology. New York : Springer. Available from: https://doi.org/10.1007/978‐1‐4612‐5722‐6_3</bibtext> </blist> <blist> <bibtext> Guba, E.G. (1981) Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29, 75 – 91.</bibtext> </blist> <blist> <bibtext> Guba, E.G. & Lincoln, Y.S. (1989) Fourth generation evaluation. London : Sage Publications.</bibtext> </blist> <blist> <bibtext> Kakşa, M.H. (2019) Opinions of classroom teachers who have mainstreamed students in their classrooms regarding the reading and writing methods they use (Unpublished master's thesis). Bayburt : Bayburt University, Higher Education Council National Thesis Center.</bibtext> </blist> <blist> <bibtext> Karasu, E. (2022) The effect of the Edmark reading program functional words series presented via tablet computers in gaining functional reading skills to students with intellectual disabilities (Master's thesis). Konya : Necmettin Erbakan University, Institute of Educational Sciences.</bibtext> </blist> <blist> <bibtext> Koegel, L.K., Koegel, R.L. & Carter, C.M. (1998) Pivot responses and the naturally language teaching paradigm. Seminars in Speech and Language, 19 (4), 355 – 372.</bibtext> </blist> <blist> <bibtext> Kurniastuti, I., Evanjeli, L.A. & Sari, D.P. (2023) Teachers' challenges and strategies in teaching literacy skills for children with special needs. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7 (1), 937 – 948.</bibtext> </blist> <blist> <bibtext> Lewis, R.B. & Doorlag, D.H. (1999) Teaching special students in general education classrooms. New Jersey : Prentice Hall.</bibtext> </blist> <blist> <bibtext> Miles, M.B. & Huberman, A.M. (1994) Qualitative data analysis: an expanded sourcebook, 2nd edition. Thousand Oaks, CA : Sage.</bibtext> </blist> <blist> <bibtext> Moats, L.C. (2000) Speech to print: language essentials for teachers. Baltimore, MD : Paul H. Brookes Publishing Co.</bibtext> </blist> <blist> <bibtext> Moradi, M., Afrooz, G.A., Arjomandnia, A., Dortaj, F. & Hakimzadeh, R. (2020) The effectiveness of teaching functional reading text on reading skills of slow‐paced students with down syndrome. Journal of Psychologicalscience, 19 (96), 1581 – 1592.</bibtext> </blist> <blist> <bibtext> Mumbardó‐Adam, C., Vicente, E., Simó‐Pinatella, D. & Balboni, G. (2023) Understanding how self‐determination affects the quality of life of young people with intellectual disability. International Journal of Disability, Development and Education, 71 (6), 968 – 986.</bibtext> </blist> <blist> <bibtext> Nally, A., Holloway, J., Lydon, H. & Healy, O. (2021) The Edmark reading program: a comparison of computerized and tabletop presentation in reading outcomes in students with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 33 (2), 259 – 278.</bibtext> </blist> <blist> <bibtext> Olaniran, S.O. (2020) Literacy library and the functional literacy skills of the 21st century adult learners. Library Philosophy and Practice (e‐journal), 3573.</bibtext> </blist> <blist> <bibtext> Özak, H. & Diken, İ.H. (2010) A review of postgraduate theses conducted in Turkey regarding the functional academic skills of students with intellectual disabilities. Ankara University Faculty of Educational Sciences Special Education Journal, 11 (1), 43 – 58.</bibtext> </blist> <blist> <bibtext> Özgüç‐Sola, C. & Cavkaytar, A. (2015) Science education for students with intellectual disability: a case study. Journal of Baltic Science Education, 14 (6), 804 – 820.</bibtext> </blist> <blist> <bibtext> Özyürek, M. (2008) Problems and solutions in training qualified teachers: an example of special education. Turkish Journal of Educational Sciences, 6 (2), 189 – 226.</bibtext> </blist> <blist> <bibtext> Patton, M.Q. (2002) Qualitative research & evaluation methods, 3rd edition. Thousand Oaks, CA : Sage.</bibtext> </blist> <blist> <bibtext> Ramirez, D. (2024) Using a multi‐tiered reading model to improve sight word recognition for students with severe disabilities (Doctoral dissertation). Delaware : Wilmington University.</bibtext> </blist> <blist> <bibtext> Rehfeldt, R.A., Latimore, D. & Stromer, R. (2003) Observational learning and the formation of classes of reading skills by individuals with autism and others developmental disabilities. Research in Developmental Disabilities, 24 (5), 333 – 358.</bibtext> </blist> <blist> <bibtext> Sarı, H. & Gökdağ, H. (2021) Teaching reading and writing to children with special needs. Ankara : Nobel Academic Publishing.</bibtext> </blist> <blist> <bibtext> Schirmer, B.R. (2000) Language and literacy development in children who are deaf. Boston, MA : Allyn and Bacon, Inc.</bibtext> </blist> <blist> <bibtext> Schloss, P.J., Alper, S., Young, H., Arnold‐ Reid, G., Aylward, M. & Dudenhoeffe, S. (1995) Acquisition of functional sight words in community‐based recreation settings. The Journal of Special Education, 29 (19), 84 – 96.</bibtext> </blist> <blist> <bibtext> Swain, R., Lane, J.D. & Gast, D.L. (2015) Comparison of constant time delay and simultaneous prompting procedures: teaching functional sight words to students with intellectual disabilities and autism spectrum disorder. Journal of Behavioral Education, 24 (2), 210 – 229.</bibtext> </blist> <blist> <bibtext> Terzioğlu, N.K. & Topaç, A. (2023) Special education teachers' views on the reading‐writing learning processes of individuals with intellectual disabilities. E‐International Journal of Educational Research, 14 (3), 133 – 148.</bibtext> </blist> <blist> <bibtext> Vuran, S., Ergenekon, Y. & Ünlü, E. (2014) The process of training faculty members in the field of special education. Educational Sciences in Theory and Practice, 14 (1), 269 – 295.</bibtext> </blist> <blist> <bibtext> Wandry, D., Wehmeyer, M.L. & Glor‐Scheib, S.J. (2013) Life centered education: the teacher's guide. Arlington, VA : Council for Exceptional Children.</bibtext> </blist> <blist> <bibtext> Wehmeyer, M.L. (2020) The importance of self‐determination to the quality of life of people with intellectual disability: a perspective. International Journal of Environmental Research and Public Health, 17 (19), 7121.</bibtext> </blist> <blist> <bibtext> Whitbread, K.M., Knapp, S.L. & Bengtson, M. (2021) Teaching foundational reading skills to students with intellectual disabilities. Teaching Exceptional Children, 53 (6), 424 – 432.</bibtext> </blist> <blist> <bibtext> Yaw, J., Skinner, C.H., Orsega, M.C., Parkhurst, J., Booher, J. & Chambers, K. (2012) Evaluating a computer‐based sight‐word reading intervention in a student with intellectual disabilities. Journal of Applied School Psychology, 28 (4), 354 – 366.</bibtext> </blist> <blist> <bibtext> Yin, R.K. (2003) Case study research, design and methods, 3rd edition. California : Sage Publications.</bibtext> </blist> <blist> <bibtext> Yücesoy‐Özkan, Ş., Öncül, N., Çolak, A., Acar, Ç., Aksoy, F., Bozkuş‐Genç, G. et al. (2019) Determining the expectations of mentally disabled teacher candidates regarding the teaching practice course and practice schools. Primary Education Online, 18 (2), 808 – 836.</bibtext> </blist> </ref> <aug> <p>By Serap Cavkaytar and Gizem Yildiz</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib30" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib39" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib42" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib17" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib61" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib40" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib54" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib21" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib25" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib46" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib55" firstref="ref15"></nolink> <nolink nlid="nl12" bibid="bib13" firstref="ref16"></nolink> <nolink nlid="nl13" bibid="bib20" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib43" firstref="ref18"></nolink> <nolink nlid="nl15" bibid="bib10" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib51" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib15" firstref="ref21"></nolink> <nolink nlid="nl18" bibid="bib48" firstref="ref23"></nolink> <nolink nlid="nl19" bibid="bib44" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib60" firstref="ref26"></nolink> <nolink nlid="nl21" bibid="bib59" firstref="ref27"></nolink> <nolink nlid="nl22" bibid="bib12" firstref="ref28"></nolink> <nolink nlid="nl23" bibid="bib37" firstref="ref31"></nolink> <nolink nlid="nl24" bibid="bib62" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib53" firstref="ref36"></nolink> <nolink nlid="nl26" bibid="bib28" firstref="ref38"></nolink> <nolink nlid="nl27" bibid="bib27" firstref="ref39"></nolink> <nolink nlid="nl28" bibid="bib56" firstref="ref42"></nolink> <nolink nlid="nl29" bibid="bib14" firstref="ref44"></nolink> <nolink nlid="nl30" bibid="bib16" firstref="ref45"></nolink> <nolink nlid="nl31" bibid="bib18" firstref="ref46"></nolink> <nolink nlid="nl32" bibid="bib45" firstref="ref48"></nolink> <nolink nlid="nl33" bibid="bib52" firstref="ref49"></nolink> <nolink nlid="nl34" bibid="bib63" firstref="ref56"></nolink> <nolink nlid="nl35" bibid="bib22" firstref="ref57"></nolink> <nolink nlid="nl36" bibid="bib50" firstref="ref58"></nolink> <nolink nlid="nl37" bibid="bib11" firstref="ref63"></nolink> <nolink nlid="nl38" bibid="bib29" firstref="ref74"></nolink> <nolink nlid="nl39" bibid="bib31" firstref="ref82"></nolink> <nolink nlid="nl40" bibid="bib35" firstref="ref83"></nolink> <nolink nlid="nl41" bibid="bib41" firstref="ref84"></nolink> <nolink nlid="nl42" bibid="bib34" firstref="ref85"></nolink> <nolink nlid="nl43" bibid="bib33" firstref="ref86"></nolink> <nolink nlid="nl44" bibid="bib57" firstref="ref87"></nolink> <nolink nlid="nl45" bibid="bib47" firstref="ref93"></nolink> <nolink nlid="nl46" bibid="bib19" firstref="ref94"></nolink> <nolink nlid="nl47" bibid="bib32" firstref="ref95"></nolink> <nolink nlid="nl48" bibid="bib26" firstref="ref98"></nolink> <nolink nlid="nl49" bibid="bib38" firstref="ref99"></nolink> <nolink nlid="nl50" bibid="bib58" firstref="ref100"></nolink> <nolink nlid="nl51" bibid="bib64" firstref="ref101"></nolink> <nolink nlid="nl52" bibid="bib23" firstref="ref104"></nolink> <nolink nlid="nl53" bibid="bib49" firstref="ref105"></nolink> <nolink nlid="nl54" bibid="bib24" firstref="ref107"></nolink> <nolink nlid="nl55" bibid="bib36" firstref="ref108"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1480479
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Functional Reading Teaching in Special Education: Experiences of Teacher Candidates
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Serap+Cavkaytar%22">Serap Cavkaytar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5796-0251">0000-0002-5796-0251</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gizem+Yildiz%22">Gizem Yildiz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2693-6264">0000-0003-2693-6264</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Support+for+Learning%22"><i>Support for Learning</i></searchLink>. 2025 40(3):153-171.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Teachers%22">Reading Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Reading%22">Functional Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/1467-9604.12520
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0268-2141<br />1467-9604
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this research is to determine the functional reading teaching experiences of special education teacher candidates studying in the final year of the faculty of education special education teaching program. Teacher candidates' functional reading teaching experiences, the difficulties they experienced in functional reading teaching, and their support needs were determined in special education schools where they did their internships. The research was designed with a case study, which is one of the qualitative research designs. The study group of the research is twelve special education teacher candidates determined by criterion sampling method. The data, in this research, were collected through semi-structured interviews, observation, and researcher's diary. The data were analysed with inductive content analysis. The findings have shown that the majority of special education teacher candidates, as prospective teachers, have difficulty in planning functional reading instruction, have difficulties in providing sound-based teaching and developing games, in the teaching process due to children's severe disabilities and their inability to cope with problem behaviours. In addition, all of the participants stated that they needed practical functional reading teaching training and that teacher qualifications should be improved through intensive supervision for this. When the findings obtained from classroom observations in this research were examined, it was observed that, in parallel with the interview findings, teacher candidates had difficulties in choosing and applying methods, and they often used errorless teaching methods and direct teaching method.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1480479
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1480479
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/1467-9604.12520
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 153
    Subjects:
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Reading Teachers
        Type: general
      – SubjectFull: Functional Reading
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Instructional Development
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
    Titles:
      – TitleFull: Functional Reading Teaching in Special Education: Experiences of Teacher Candidates
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Serap Cavkaytar
      – PersonEntity:
          Name:
            NameFull: Gizem Yildiz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0268-2141
            – Type: issn-electronic
              Value: 1467-9604
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Support for Learning
              Type: main
ResultId 1