Targeted Reading Intervention: A Coaching Model to Help Classroom Teachers With Struggling Readers

被引：29

作者：

Vernon-Feagans, Lynne ^{[1
]}

Kainz, Kirsten ^{[1
]}

Amendum, Steve ^{[1
]}

Ginsberg, Marnie ^{[1
]}

Wood, Tim ^{[1
]}

Bock, Amanda ^{[1
]}

机构：

[1] Univ N Carolina, Sch Educ, Chapel Hill, NC 27599 USA

来源：

LEARNING DISABILITY QUARTERLY | 2012年 / 35卷 / 02期

关键词：

literacy coaching; early reading; diagnostic strategies; PROFESSIONAL-DEVELOPMENT; SPECIAL-EDUCATION; STUDENTS; CHILDREN; RISK; DIFFICULTIES; INSTRUCTION; FAILURE;

D O I：

10.1177/0731948711434048

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions. Five schools in low-income rural counties were randomly assigned to the experimental or control group. Five struggling and five nonstruggling readers were randomly selected to participate in each experimental and control classroom. There were 34 classrooms and 276 children. Experimental children achieved better gains in letter-word identification than did control children. Significant interactions were found with word attack skills. Children in the experimental group with poor rapid naming and better phonological awareness skills progressed the most compared with the control group. The TRI appeared to be a promising classroom teacher intervention to help young struggling readers.

引用

页码：102 / 114

页数：13

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