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Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners
Author(s) -
Amendum Steven J.,
BratschHines Mary,
VerFeagans Lynne
Publication year - 2017
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.188
Subject(s) - reading (process) , psychology , coaching , intervention (counseling) , professional development , faculty development , mathematics education , pedagogy , psychiatry , political science , law , psychotherapist
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 ( EL s). Participants for the current study were drawn from a larger three‐year randomized controlled trial and included 108 EL s 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 EL s 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 EL s 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.