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ERIC Number: EJ1180337
Record Type: Journal
Publication Date: 2018-Jun
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0013-5984
Improving Struggling Readers' Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention
Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D.
Elementary School Journal, v118 n4 p525-548 Jun 2018
This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions, literacy coaches delivered real-time feedback to classroom teachers as they worked one-on-one with struggling readers. Teachers worked with 1 child for 15 minutes a day for 6 to 8 weeks before moving to another struggling reader. Hierarchical linear models replicated previous findings that struggling readers in TRI treatment classrooms showed greater gains in early literacy compared with struggling readers in control classrooms. This study extended previous TRI work by examining whether teachers who received a second year of TRI training produced greater gains for their students compared with their first year. Results showed no advantage of teachers' 2-year TRI participation.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A