Teachers' Experiences Providing One-on-One Instruction to Struggling Readers

Autor/inn/en	Liebfreund, Meghan D.; Amendum, Steven J.
Titel	Teachers' Experiences Providing One-on-One Instruction to Struggling Readers
Quelle	In: Reading Horizons, 56 (2017) 4, Artikel 5 (44 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Reading Difficulties; Early Childhood Education; Teaching Experience; Intervention; Classroom Techniques; Interviews; Progress Monitoring; Experiential Learning; Best Practices; Faculty Development; Kindergarten; Grade 1; Grade 2 + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassenführung; Interviewing; Interviewtechnik; Experiental learning; Erfahrungsorientiertes Lernen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	This study examined the experiences of 12 kindergarten, first-, and second-grade classroom teachers who provided one-on-one intervention instruction for struggling readers within the general classroom context. Teachers were interviewed at the end of the project. Interview statements clustered into four themes: Managing One-on-One Intervention, Observing Student Growth, Acquiring Knowledge about Teaching Reading, and Discovering Specific Characteristics of Good Teaching. Results indicated that positioning the classroom teacher at the center of a reading intervention with support may be a beneficial form of professional development. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01