Improving Struggling Readers' Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention

Autor/inn/en	Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D.
Titel	Improving Struggling Readers' Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention
Quelle	In: Elementary School Journal, 118 (2018) 4, S.525-548 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Faculty Development; Reading Teachers; Rural Schools; Reading Instruction; Intervention; Early Childhood Education; Elementary School Teachers; Kindergarten; Grade 1; Low Income Students; Reading Difficulties; Individual Instruction; Randomized Controlled Trials; Replication (Evaluation); Hierarchical Linear Modeling; Reading Improvement; Outcomes of Education; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Leseunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Individuelles Lernen; Lernleistung; Schulerfolg; Unterrichtserfolg
Abstract	This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions, literacy coaches delivered real-time feedback to classroom teachers as they worked one-on-one with struggling readers. Teachers worked with 1 child for 15 minutes a day for 6 to 8 weeks before moving to another struggling reader. Hierarchical linear models replicated previous findings that struggling readers in TRI treatment classrooms showed greater gains in early literacy compared with struggling readers in control classrooms. This study extended previous TRI work by examining whether teachers who received a second year of TRI training produced greater gains for their students compared with their first year. Results showed no advantage of teachers' 2-year TRI participation. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01