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ERIC Number: ED512686
Record Type: Non-Journal
Publication Date: 2010
Pages: 20
Abstractor: ERIC
Reference Count: 36
ISBN: N/A
ISSN: N/A
The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade
Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve
Society for Research on Educational Effectiveness
The main objective of the overall Targeted Reading Intervention (TRI) was to help the classroom teacher acquire the key reading diagnostic strategies (e.g., Cooter, 2003; Desimone, 2009; Garet et al., 2001; Timperley & Phillips, 2003) relevant to K-1 struggling readers (e.g., Desimone, 2009; Garet et al., 2001; Guskey, 2002; Joyce & Showers, 2002; Penuel et al., 2007; Taylor, Pressley & Pearson, 2004) through the authors' professional development program. In the present study the authors employed an innovative distance technology model to deliver professional development and real-time collaborative coaching to isolated rural schools. Each experimental classroom received a laptop, webcam, and webconferencing software. This technology was used with each experimental teacher so that the authors could see and hear her working with each of her struggling readers in real time and she could see and hear the literacy consultants at their university thousands of miles away. Through this technology the literacy consultants could coach the classroom teacher in using the TRI strategies and also use the technology of grade level meetings and workshops throughout the year. Findings of this study suggests that the Targeted Reading Intervention, using webcam technology with classroom teachers in kindergarten and first grade, can significantly help struggling readers progress more quickly in all of the basic word reading and comprehension skills over one year. In addition, for the basic word reading skills, the TRI can actually help struggling readers catch up with their non-struggling peers in the same classroom by the end of the school year. Future work is needed to understand what actual teacher knowledge and practice constructs that might mediate the relationship between treatment and student outcomes. (Contains 1 figure and 3 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 1; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement