Preparing special educators to teach reading and use curriculum-based assessments |
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Authors: | Stephanie Al Otaiba and Vickie E Lake |
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Institution: | (1) College of Education and the Florida Center for Reading Research, Florida State University, 227 N Bronough Street, Suite 7250, Tallahassee, FL 32301, USA;(2) College of Education, Florida State University, 215 Stone Building, Tallahassee, FL 32306-4459, USA |
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Abstract: | Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with
reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate
interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was
to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’
(PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved.
PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and
monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of
language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final
reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were
beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did
not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described
and directions for future research are discussed. |
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Keywords: | Assessment Early literacy intervention Reading tutoring Teacher education |
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