Preparing Special Educators to Teach Reading and Use Curriculum-Based Assessments

Autor/inn/en	Al Otaiba, Stephanie; Lake, Vickie E.
Titel	Preparing Special Educators to Teach Reading and Use Curriculum-Based Assessments
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 6, S.591-617 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-007-9056-z
Schlagwörter	Preservice Teachers; Reading Difficulties; Methods Courses; Teacher Education; Teacher Characteristics; Curriculum Based Assessment; Reading Fluency; Program Effectiveness; Educational Change; Reading Instruction; Intervention; Tutoring; Scores + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Methodisch-didaktische Anleitung; Lehrerausbildung; Lehrerbildung; Bildungsreform; Leseunterricht; Förderkonzept; Nachhilfeunterricht
Abstract	Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers' (PSTs') knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students' progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs' weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students' response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10