Literaturnachweis - Detailanzeige
| Autor/inn/en | Lindström, Esther R.; Roberts, Garrett J. |
|---|---|
| Titel | Preparing Teachers to Facilitate Engagement in Reading Intervention through Embedded Behavioral Supports |
| Quelle | In: Intervention in School and Clinic, 59 (2023) 1, S.29-39 (11 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Lindström, Esther R.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-4512 |
| DOI | 10.1177/10534512221130067 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Teacher Education; Learner Engagement; Reading Instruction; Intervention; Positive Behavior Supports; Methods Courses; Teacher Educators; Preservice Teachers; Expectation; Student Behavior |
| Abstract | Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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