Improving Vulnerable Populations' Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program.
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| Title: | Improving Vulnerable Populations' Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program. |
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| Authors: | Pace Miles, Katharine1 (AUTHOR) KPMiles@brooklyn.cuny.edu, Fletcher, Andrew2 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. Jul2023, Vol. 37 Issue 3, p442-462. 21p. 6 Charts, 1 Graph. |
| Subject Terms: | *Student teachers, *Teacher training, *Phonological awareness, *Reading, *Emergent literacy, *Communities, *Preparedness |
| Company/Entity: | City University of New York |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 165472492 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Vulnerable Populations' Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pace+Miles%2C+Katharine%22">Pace Miles, Katharine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> KPMiles@brooklyn.cuny.edu</i><br /><searchLink fieldCode="AR" term="%22Fletcher%2C+Andrew%22">Fletcher, Andrew</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. Jul2023, Vol. 37 Issue 3, p442-462. 21p. 6 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Communities%22">Communities</searchLink><br />*<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22City+University+of+New+York%22">City University of New York</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02568543.2023.2211645 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 442 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Reading Type: general – SubjectFull: Emergent literacy Type: general – SubjectFull: Communities Type: general – SubjectFull: Preparedness Type: general – SubjectFull: City University of New York Type: general Titles: – TitleFull: Improving Vulnerable Populations' Emergent Reading Outcomes by Training Preservice Teachers in an Evidence-Based Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pace Miles, Katharine – PersonEntity: Name: NameFull: Fletcher, Andrew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02568543 Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: Journal of Research in Childhood Education Type: main |
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