Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
Date
2017-04-27
Journal Title
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Publisher
International Literary Association
Abstract
The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a
professional development program and early reading intervention delivered via webcam
technology could support English learners’ early reading progress. Participants for the current
study were drawn from a larger three-year randomized controlled trial and included 108 English
learners (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 the TRI coach and each classroom teacher allowed the coach to interact with both the
teacher and student 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 .43 and .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 non-struggling peers, but they were not able to catch up within the study year
Description
Author's manuscript
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Citation
Amendum, Steven J., Mary Bratsch‐Hines, and Lynne Vernon‐Feagans. "Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners." Reading Research Quarterly 53.2 (2018): 155-174.