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ERIC Number: EJ1004799
Record Type: Journal
Publication Date: 2012-May
Pages: 13
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0731-9487
Targeted Reading Intervention: A Coaching Model to Help Classroom Teachers with Struggling Readers
Vernon-Feagans, Lynne; Kainz, Kirsten; Amendum, Steve; Ginsberg, Marnie; Wood, Tim; Bock, Amanda
Learning Disability Quarterly, v35 n2 p102-114 May 2012
This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions. Five schools in low-income rural counties were randomly assigned to the experimental or control group. Five struggling and five nonstruggling readers were randomly selected to participate in each experimental and control classroom. There were 34 classrooms and 276 children. Experimental children achieved better gains in letter-word identification than did control children. Significant interactions were found with word attack skills. Children in the experimental group with poor rapid naming and better phonological awareness skills progressed the most compared with the control group. The TRI appeared to be a promising classroom teacher intervention to help young struggling readers. (Contains 3 tables and 3 figures.)
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: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States