Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention through Coaching

Autor/in	Amendum, Steven J.
Titel	Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention through Coaching
Quelle	In: Reading & Writing Quarterly, 30 (2014) 4, S.348-377 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2013.819181
Schlagwörter	Early Intervention; Faculty Development; Coaching (Performance); Reading Instruction; Grade 1; Elementary School Students; Reading Difficulties; Reading Strategies; Reading Comprehension; Reading Tests; Word Recognition; Teacher Effectiveness; Hypothesis Testing; Mixed Methods Research; Teacher Attitudes; Literacy; Outcomes of Education; Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Leseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Lesetest; Worterkennung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hypothesenprüfung; Hypothesentest; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg
Abstract	The purpose of the current mixed-methods study was to investigate a model of professional development and classroom-based early reading intervention implemented by the 1st-grade teaching team in a large urban/suburban school district in the southeastern United States. The intervention provided teachers with ongoing embedded professional development through coaching based on an instructional framework of diagnostic strategies designed to promote struggling students' accelerated reading progress. Ten teachers participated along with 45 students (29 intervention students and 16 comparison students). Student-level data sources included Letter-Word Identification, Word Attack, Spelling of Sounds, and Passage Comprehension measures. Teacher-level data sources included semistructured interviews with each teacher at the beginning, middle, and end of the intervention; documents for review; and pre/post questionnaires to gather information about teachers' self-efficacy and demographics. The main conclusions are as follows: (a) struggling 1st-grade students who were eligible for intervention, on average, made sizable gains in all 4 reading outcomes and made significantly greater growth across the year compared to the comparison students in 3 of the reading outcomes; (b) findings from the teacher-level analysis demonstrated that the 1st-grade teaching team had changed perceptions of literacy teaching and learning across the intervention period; and (c) teachers in the 1st-grade teaching team had varied stances with respect to the effectiveness of the intervention activities and professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10