Abstract
Purpose. The purpose of this study was to explore Simms and Marzano's (2019) evidence-based instructional strategies as utilized by elementary special education teachers in building literacy skills for dually identified students. Simms and Marzano's New Art and Science of Teaching Reading was applied as the theoretical framework for this qualitative study.Methodology. The design of the study was qualitative, and the dynamic narrative approach research method was applied. To identify the strategies employed by elementary special education teachers in building literacy skills for dually identified students, participants responded to the semistructured interview questions through electronic mail correspondence. All participants had an opportunity to view and respond to other participants' responses, as a linked narrative. De-identifiers were established to maintain confidentiality of all participants. All participants were elementary special education teachers who have taught dually identified students and who hold an Education Specialist Instruction Credential with Authorization to teach English learners.Findings. The study identified 3 best practices within each of Simms and Marzano's (2019) 3 categories of feedback, content, and context. Within the category of feedback, the design area-teacher action most commonly employed was providing and communicating clear learning goals. Simms and Marzano's second category of content, the design area-teacher action most commonly employed was conducting direct instruction lessons. Last, Simms and Marzano's category of context, the design area-teacher action most commonly employed was implementing rules and procedures.Conclusions. The results of this research concluded the following: (a) elementary special education teachers implemented learning goals for their classroom instructional lessons in building literacy skills for dually identified students; (b) explicit direct instruction is valued in a special education self-contained classroom; however, students' academic and grade level range is too extensive to provide direct instruction lessons with fidelity; (c) special education teachers utilized rules and procedures within their classrooms.Recommendations. For future research, it is recommended: (a) special education teachers require greater support with progress monitoring and rejoicing with students' successes, (b) outreach and collaboration with county offices of education and other local education agencies to form partnerships that focus on long-term professional learning of teachers to strengthen their special-education-related content knowledge, pedagogical content knowledge, and instructional strategies benefits all students, (c) mandating higher education institutions to provide greater guidance for improving special education-related teacher education, including tiered supports, interventions, and behavioral training for both special education and general education teachers.