NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1054424
Record Type: Journal
Publication Date: 2013-Nov
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0022-0663
EISSN: EISSN-1939-2176
Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention
Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve
Journal of Educational Psychology, v105 n4 p1175-1187 Nov 2013
This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly assigned to the experimental or control condition. Five struggling readers and 5 non-struggling readers were randomly selected from eligible children in each classroom. There were 75 classrooms and 631 children in the study. Teachers in experimental schools used the TRI in one-on-one sessions with 1 struggling reader in the regular classroom for 15 min a day until that struggler made rapid reading progress. Teachers then moved on to another struggling reader until all 5 struggling readers in the class received the TRI during the year. Biweekly webcam coaching sessions between the coach and teacher allowed the coach to see and hear the teacher as she instructed a struggling reader in a TRI session, and the teacher and child could see and hear the coach. In this way the classroom teacher was able to receive real-time feedback from the coach. Three-level hierarchical linear models suggested that struggling readers in the intervention schools significantly outperformed the struggling readers in the control schools, with effect sizes from 0.36 to 0.63 on 4 individualized achievement tests. Results suggested that struggling readers were gaining at the same rate as the non-struggling readers, but they were not catching up with their non-struggling peers.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Nebraska; New Mexico; North Carolina; Texas
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Diagnostic Reading Battery
IES Funded: Yes
Grant or Contract Numbers: R305A040056; R305A100654
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations