ERIC Number: EJ789372
Record Type: Journal
Publication Date: 2008-May
Reference Count: 0
Preparing Teachers to Remediate Reading Disabilities in High School: What Is Needed for Effective Professional Development?
Lovett, Maureen W.; Lacerenza, Lea; De Palma, Maria; Benson, Nancy J.; Steinbach, Karen A.; Frijters, Jan C.
Teaching and Teacher Education: An International Journal of Research and Studies, v24 n4 p1083-1097 May 2008
In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding strategies were emphasized. Teachers provided high positive ratings regarding the usefulness of the training, and attributed to the training an increased sense of efficacy in improving student outcomes and understanding reading problems. A comparison of student outcomes for teachers' first and subsequent classes suggested that the professional development model promotes better outcomes on more complex skills.
Descriptors: Reading Difficulties, High Schools, Teaching Styles, Remedial Reading, Reading Programs, Secondary School Teachers, Professional Development, Models, Decoding (Reading), Educational Practices, Outcomes of Education, Teacher Attitudes, Mentors, Reading Strategies
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A