The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade
Quelle	(2010), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Teacher Effectiveness; Intervention; Consultants; Educational Technology; Kindergarten; Reading Skills; Grade 1; Inservice Teacher Education; Educational Strategies; Distance Education; Coaching (Performance); Laptop Computers; Teleconferencing; Video Technology; Computer Software; Word Recognition; Individualized Instruction; Pretests Posttests; Reading Tests; Student Characteristics; Teacher Characteristics; Disadvantaged; Reading Instruction; Curriculum Implementation; Reading Achievement; At Risk Students; Instructional Effectiveness; Federal Aid; Comparative Analysis; Matched Groups; Reading Improvement; Reading Diagnosis; Reading Difficulties; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Consultant; Berater; Unterrichtsmedien; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Lehrerfortbildung; Lehrstrategie; Distance study; Distance learning; Fernunterricht; Laptop computer; Laptop; Computer; Digitalrechner; Telekonferenz; Worterkennung; Individualisierender Unterricht; Lesetest; Leseunterricht; Leseleistung; Reading difficulty; Leseschwierigkeit
Abstract	The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce & Showers, 2002; Penuel et al., 2007; Taylor, Pressley & Pearson, 2004) through the authors' professional development program. In the present study the authors employed an innovative distance technology model to deliver professional development and real-time collaborative coaching to isolated rural schools. Each experimental classroom received a laptop, webcam, and webconferencing software. This technology was used with each experimental teacher so that the authors could see and hear her working with each of her struggling readers in real time and she could see and hear the literacy consultants at their university thousands of miles away. Through this technology the literacy consultants could coach the classroom teacher in using the TRI strategies and also use the technology of grade level meetings and workshops throughout the year. Findings of this study suggests that the Targeted Reading Intervention, using webcam technology with classroom teachers in kindergarten and first grade, can significantly help struggling readers progress more quickly in all of the basic word reading and comprehension skills over one year. In addition, for the basic word reading skills, the TRI can actually help struggling readers catch up with their non-struggling peers in the same classroom by the end of the school year. Future work is needed to understand what actual teacher knowledge and practice constructs that might mediate the relationship between treatment and student outcomes. (Contains 1 figure and 3 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10