Improving Vulnerable Populations’ Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Childhood Education Pub Date : 2023-05-27 DOI:10.1080/02568543.2023.2211645
Katharine Pace Miles, A. Fletcher
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Abstract

ABSTRACT This article details a large-scale tutor-to-teacher pipeline created in the midst of the COVID-19 pandemic. The program addressed two vital needs: 1) improving outcomes for striving readers in high-needs communities, and 2) improving teacher training in both evidence- and research-based instruction. Across school year (SY) 2020–2021 and 2021–2022, 608 preservice teachers delivered an evidence-based (Reading Rescue) or research-based (Reading Ready) early literacy intervention. Through a coordinated effort between the City University of New York (CUNY) and the NYC Department of Education (NYC DOE), 857 NYC DOE students received one-on-one, interactive, remote tutoring three to five days a week, for an average of 21 sessions. Results demonstrated that students who received the emergent word reading program, Reading Ready, improved in their phoneme segmentation and nonword reading skills by 31–47%, and students who received the follow-up evidence-based program, Reading Rescue, consistently improved by one intervention reading level per 10 sessions, and showed age equivalent reading gains of one-half to almost a full year of growth as measured by a standardized, nationally normed assessment. Discussion focuses on the value of this high-quality training and tutoring experience for preservice teachers and on the critical support provided to striving readers in underserved communities in the midst of the COVID-19 pandemic.
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通过循证计划培训保育教师,提高弱势群体的紧急阅读成绩
摘要本文详细介绍了在新冠肺炎大流行期间创建的一个大型辅导教师管道。该计划解决了两个重要需求:1)改善高需求社区中努力读者的成果,2)改善基于证据和研究的教学中的教师培训。在2020-2021学年和2021-2022学年,608名职前教师提供了基于证据的(阅读救援)或基于研究的(阅读准备)早期识字干预。通过纽约市立大学(CUNY)和纽约教育部(NYC DOE)的协调努力,857名纽约教育部学生每周接受三到五天的一对一互动远程辅导,平均21节课。结果表明,接受紧急单词阅读计划reading Ready的学生的音素分割和非单词阅读技能提高了31-47%,接受后续循证计划reading Rescue的学生每10节课持续提高一个干预阅读水平,通过一项标准化、全国规范化的评估,显示出与年龄相当的阅读量增长了一半到几乎一整年。讨论的重点是这种高质量的培训和辅导经验对职前教师的价值,以及在新冠肺炎大流行期间为服务不足社区的努力读者提供的关键支持。
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来源期刊
Journal of Research in Childhood Education
Journal of Research in Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
27
期刊介绍: The Journal of Research in Childhood Education, a publication of the Association for Childhood Education International, features articles that advance knowledge and theory of the education of children, infancy through early adolescence. Consideration is given to reports of empirical research, theoretical articles, ethnographic and case studies, participant observation studies, and studies deriving data collected from naturalistic settings. Cross-cultural studies and those addressing international concerns are welcome.
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