Improving Literacy Instruction in Co-Taught Middle School Classrooms to Support Reading Comprehension

Autor/inn/en	Wexler, Jade; Kearns, Devin M.; Lemons, Christopher J.; Shelton, Alexandra; Pollack, Marney S.; Stapleton, Laura M.; Clancy, Erin; Hogan, Erin; Lyon, Cheryl
Titel	Improving Literacy Instruction in Co-Taught Middle School Classrooms to Support Reading Comprehension
Quelle	68 (2022), Artikel 102040 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
Schlagwörter	Literacy; Middle School Students; Reading Comprehension; Team Teaching; Coaching (Performance); Scores; Content Area Reading; Comparative Analysis; Pedagogical Content Knowledge; Teaching Skills; Reading Tests; Standardized Tests; Instructional Improvement; Teacher Effectiveness; Measures (Individuals); Faculty Development; Teacher Characteristics; Student Characteristics + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Teamteaching; Sinnerfassendes Lesen; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lesetest; Standadised tests; Standardisierter Test; Unterrichtsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Messdaten
Abstract	We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition (n = 7 pairs) or a business-as-usual comparison condition (n = 4 pairs). All 22 teachers individually completed researcher developed pre- and posttests of teacher knowledge and skills and perceived effectiveness of their personal ability and their co-teachers' ability. At pre- and posttest, students (n = 212) completed three measures of reading comprehension. CALI teachers demonstrated significantly higher scores than comparison teachers at posttest on a measure of knowledge and skills, perceived personal effectiveness, and perceived co-teachers' effectiveness. All CALI co-teaching pairs demonstrated high levels of fidelity. Students in the CALI classrooms demonstrated significant gains on an essential aspect of a researcher-developed measure of reading comprehension. However, the treatment effect was non-significant for the two standardized measures of reading comprehension. Results provide initial support for a model in improving teacher instructional outcomes and student academic outcomes. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01