Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

Autor/inn/en	Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve
Titel	Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention
Quelle	In: Journal of Educational Psychology, 105 (2013) 4, S.1175-1187 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032143
Schlagwörter	Elementary School Teachers; Coaching (Performance); Literacy Education; Reading Difficulties; Instructional Effectiveness; Reading Instruction; Intervention; Faculty Development; Computer Uses in Education; Rural Schools; Elementary School Students; Individualized Instruction; Hierarchical Linear Modeling; Kindergarten; Grade 1; Questionnaires; Nebraska; New Mexico; North Carolina; Texas; Peabody Picture Vocabulary Test; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Leseunterricht; Computernutzung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Individualisierender Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; Fragebogen
Abstract	This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly assigned to the experimental or control condition. Five struggling readers and 5 non-struggling readers were randomly selected from eligible children in each classroom. There were 75 classrooms and 631 children in the study. Teachers in experimental schools used the TRI in one-on-one sessions with 1 struggling reader in the regular classroom for 15 min a day until that struggler made rapid reading progress. Teachers then moved on to another struggling reader until all 5 struggling readers in the class received the TRI during the year. Biweekly webcam coaching sessions between the coach and teacher allowed the coach to see and hear the teacher as she instructed a struggling reader in a TRI session, and the teacher and child could see and hear the coach. In this way the classroom teacher was able to receive real-time feedback from the coach. Three-level hierarchical linear models suggested that struggling readers in the intervention schools significantly outperformed the struggling readers in the control schools, with effect sizes from 0.36 to 0.63 on 4 individualized achievement tests. Results suggested that struggling readers were gaining at the same rate as the non-struggling readers, but they were not catching up with their non-struggling peers. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01