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ERIC Number: EJ1174309
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0034-0553
Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
Amendum, Steven J.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne
Reading Research Quarterly, v53 n2 p155-174 Apr-Jun 2018
The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs). Participants for the current study were drawn from a larger three-year randomized controlled trial and included 108 ELs from 47 classrooms randomly assigned to treatment and control conditions. Teachers in treatment classrooms used the TRI in one-on-one sessions in the regular classroom for approximately 15 minutes per day. Weekly, and later biweekly, webcam coaching sessions between a TRI coach and each classroom teacher allowed the coach to interact with both the teacher and students in real time and allowed classroom teachers to receive real-time feedback from the coach. Two-level hierarchical linear models suggested that ELs struggling with learning to read in intervention classrooms significantly outperformed their peers in control classrooms on word-level measures of early reading, with effect sizes of 0.43 and 0.45, but not on text-level measures. Results also suggested that ELs struggling with learning to read were gaining at the same rate as their nonstruggling peers but were unable to catch up within the study year.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A