A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School

Autor/inn/en	Vernon-Feagans, Lynne; Gallagher, Kathleen; Ginsberg, Marnie C.; Amendum, Steve; Kainz, Kirsten; Rose, Jason; Burchinal, Margaret
Titel	A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School
Quelle	In: Learning Disabilities Research & Practice, 25 (2010) 4, S.183-193 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2010.00316.x
Schlagwörter	Reading Difficulties; Rural Schools; Intervention; Kindergarten; Grade 1; Prevention; Diagnostic Teaching; Response to Intervention; Program Effectiveness; Reading Programs; Comparative Analysis; Coaching (Performance); Teaching Methods; Individualized Instruction; Word Recognition; Age Differences; Low Income Groups; Reading Fluency; Faculty Development; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 01; 1. Schuljahr; Schuljahr 01; Prävention; Vorbeugung; Diagnostic assessment; Diagnostisches Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Worterkennung; Age; Difference; Age difference; Altersunterschied
Abstract	With the advent of "Response to Intervention" there has been emphasis on preventing reading disabilities. This study examined the effectiveness of a classroom teacher Tier II intervention for struggling readers in kindergarten and first grade called the Targeted Reading Intervention. Three rural schools were randomly assigned to experimental and control conditions, with 8 experimental and 12 control classrooms. Five struggling and five non-struggling readers were randomly selected from each classroom. With the support of biweekly coaching, experimental teachers instructed struggling readers in one-on-one sessions in the classroom. Intent-to-treat analyses revealed significant kindergarten gains for initial word identification but no significant gains in first grade. Discussion focuses on the use of classroom teachers to prevent reading disabilities. (Contains 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10