Targeted Reading Intervention: A Coaching Model to Help Classroom Teachers with Struggling Readers

Autor/inn/en	Vernon-Feagans, Lynne; Kainz, Kirsten; Amendum, Steve; Ginsberg, Marnie; Wood, Tim; Bock, Amanda
Titel	Targeted Reading Intervention: A Coaching Model to Help Classroom Teachers with Struggling Readers
Quelle	In: Learning Disability Quarterly, 35 (2012) 2, S.102-114 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Intervention; Reading Difficulties; Kindergarten; Grade 1; Control Groups; Experimental Groups; Children; Coaching (Performance); Literacy; Early Reading; Preschool Teachers; Phonological Awareness; Naming; Early Childhood Education; Hierarchical Linear Modeling; Low Income Groups; Learning Disabilities; Minority Group Children; Evaluation; United States + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Frühlesen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning handicap; Lernbehinderung; Evaluierung; USA
Abstract	This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions. Five schools in low-income rural counties were randomly assigned to the experimental or control group. Five struggling and five nonstruggling readers were randomly selected to participate in each experimental and control classroom. There were 34 classrooms and 276 children. Experimental children achieved better gains in letter-word identification than did control children. Significant interactions were found with word attack skills. Children in the experimental group with poor rapid naming and better phonological awareness skills progressed the most compared with the control group. The TRI appeared to be a promising classroom teacher intervention to help young struggling readers. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10