Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners

Autor/inn/en	Amendum, Steven J.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne
Titel	Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
Quelle	In: Reading Research Quarterly, 53 (2018) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.188
Schlagwörter	Intervention; Reading Instruction; Faculty Development; Web Based Instruction; Randomized Controlled Trials; Coaching (Performance); English Language Learners; Control Groups; Experimental Groups; Feedback (Response); Effect Size; Reading Difficulties; Elementary School Students; Instructional Effectiveness; Teaching Methods; Achievement Gains; Reading Achievement + Suchen Sie Ihr Suchwort? Leseunterricht; Web Based Training; Reading difficulty; Leseschwierigkeit; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Leseleistung
Abstract	The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs). Participants for the current study were drawn from a larger three-year randomized controlled trial and included 108 ELs from 47 classrooms randomly assigned to treatment and control conditions. Teachers in treatment classrooms used the TRI in one-on-one sessions in the regular classroom for approximately 15 minutes per day. Weekly, and later biweekly, webcam coaching sessions between a TRI coach and each classroom teacher allowed the coach to interact with both the teacher and students in real time and allowed classroom teachers to receive real-time feedback from the coach. Two-level hierarchical linear models suggested that ELs struggling with learning to read in intervention classrooms significantly outperformed their peers in control classrooms on word-level measures of early reading, with effect sizes of 0.43 and 0.45, but not on text-level measures. Results also suggested that ELs struggling with learning to read were gaining at the same rate as their nonstruggling peers but were unable to catch up within the study year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01