Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences

Autor/inn/en	Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa
Titel	Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 1, S.109-129 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-010-9250-2
Schlagwörter	Preservice Teachers; Beginning Reading; Early Childhood Education; Learning Strategies; Field Experience Programs; Reading Teachers; Emergent Literacy; Grade 1; Tutoring; Comparative Analysis; Decoding (Reading); Kindergarten; Tutorial Programs; Tutors + Suchen Sie Ihr Suchwort? Erstleseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Praxisnahes Lernen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Förderkonzept; Nachhilfeunterricht; Dekodierung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor
Abstract	This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all preservice teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10