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ERIC Number: EJ1070323
Record Type: Journal
Publication Date: 2015-Aug
Pages: 13
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0938-8982
The Targeted Reading Intervention: Face-to-Face vs. Webcam Literacy Coaching of Classroom Teachers
Vernon-Feagans, L.; Bratsch-Hines, M.; Varghese, C.; Bean, A.; Hedrick, A.
Learning Disabilities Research & Practice, v30 n3 p135-147 Aug 2015
The targeted reading intervention (TRI) is a professional development program for rural kindergarten and first grade classroom teachers to help them provide effective reading strategies with struggling readers. In two randomized controlled trials, the TRI was delivered two ways: (1) literacy coaches provided support for classroom teachers through face-to-face classroom meetings or (2) coaches provided support to classroom teachers through live webcam technology. The purpose this study was to examine how face-to-face versus webcam coaching was related to teacher and struggling reader outcomes. Regression results suggested greater benefits with webcam literacy coaching for teacher fidelity and efficacy. Both struggling reader groups made equivalent gains across literacy measures, although there were greater gains on one child literacy measure in the webcam group.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A040056