Improving Vulnerable Populations' Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program

Autor/inn/en	Pace Miles, Katharine; Fletcher, Andrew
Titel	Improving Vulnerable Populations' Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 3, S.442-462 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pace Miles, Katharine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2023.2211645
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Evidence Based Practice; Tutoring; Reading Instruction; Reading Difficulties; Emergent Literacy; Phonemes; Reading Skills; Reading Programs; Intervention; Norm Referenced Tests; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Förderkonzept; Nachhilfeunterricht; Leseunterricht; Reading difficulty; Leseschwierigkeit; Frühleseunterricht; Fonem; Reading skill; Lesefertigkeit
Abstract	This article details a large-scale tutor-to-teacher pipeline created in the midst of the COVID-19 pandemic. The program addressed two vital needs: 1) improving outcomes for striving readers in high-needs communities, and 2) improving teacher training in both evidence- and research-based instruction. Across school year (SY) 2020-2021 and 2021-2022, 608 preservice teachers delivered an evidence-based (Reading Rescue) or research-based (Reading Ready) early literacy intervention. Through a coordinated effort between the City University of New York (CUNY) and the NYC Department of Education (NYC DOE), 857 NYC DOE students received one-on-one, interactive, remote tutoring three to five days a week, for an average of 21 sessions. Results demonstrated that students who received the emergent word reading program, Reading Ready, improved in their phoneme segmentation and nonword reading skills by 31-47%, and students who received the follow-up evidence-based program, Reading Rescue, consistently improved by one intervention reading level per 10 sessions, and showed age equivalent reading gains of one-half to almost a full year of growth as measured by a standardized, nationally normed assessment. Discussion focuses on the value of this high-quality training and tutoring experience for preservice teachers and on the critical support provided to striving readers in underserved communities in the midst of the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01