Literacy Learning Cohorts

Brownell, Mary T.; Kiely, Mary Theresa; Haager, Diane; Boardman, Alison G.; Corbett, Nancy; Algina, James; Dingle, Mary; Urbach, Jennifer

doi:10.1177/0014402916671517

Cited by 21 publications

(46 citation statements)

References 56 publications

(103 reference statements)

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“…A closer examination of acceptable and high quality studies (n = 9) showed the same trend, with 21 large (g = 0.93-55.32), three moderate (g = 0.51-0.76), and six small (g = 0.19-0.36) effect sizes found. Further, although anal ysis revealed a few statistically nonsignificant differences, issues with measurement and training in these studies were raised (Brownell et al, 2017;Goldfeld et al, 2021;Purvis et al, 2016). Specifically, Purvis et al (2016) used a syllable counting task, likely easy for participants before any training, and Brownell et al (2017) had weak reliabil ity of their phonics knowledge measure (i.e., α = .50) and sample size limitations.…”

Section: Phonicsmentioning

confidence: 86%

“…Thirteen studies addressed phonics knowledge (Brady et al, 2009;Brownell et al, 2017;Carreker et al, 2010;Englert et al, 2020;Goldfeld et al, 2021;Gormley & Ruhl, 2007;Leader Janssen & Rankin Erickson, 2013;McMahan et al, 2019;Peltier et al, 2020;Purvis et al, 2016;Spear Swerling, 2009;Spear Swerling & Brucker, 2003, 2004. Across these studies (see Table 3), PST coursework focused on building orthographic knowledge and the systematic, explicit teach ing of word decoding to young students.…”

Section: Phonicsmentioning

confidence: 99%

See 1 more Smart Citation

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Hudson¹,

Moore²,

Han³

et al. 2021

Reading Research Quarterly

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Equipping elementary (i.e., grades K-5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers' knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers' knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.A ll students have the right to learn to read and, thus, the right to have access to knowledgeable literacy educators (International Literacy Association [ILA], 2019; UNESCO, n.d.) who under stand the science of reading, or "the accumulated knowledge about reading, reading development, and best practices for reading instruction obtained by the use of the scientific method" (Petscher et al., 2020, p. S268). Theoretical propositions such as the componential model of reading (Aaron, Joshi, Gooden, & Bentum, 2008) and the lattice model of the development of reading comprehension (Connor, 2016) highlight the importance of classroom factors in reading development, such as teachers' ability to plan and manage instructional activity, and the qual ity of literacy instruction. However, effective literacy instruction is quite complex (Connor et al., 2009) and should consider students' home learning environment, previous background knowledge and experi ences, and effective instructional methods that will produce the highest results for each child (Connor, 2016). Thus, teachers must possess a depth of knowledge, including content and pedagogical knowledge, and understand how to be socially just and culturally responsive in their practice (Mosley Wetzel et al., 2020).In their recent article pertaining to teacher preparation, Hoffman, Hikida, and Sailors (2020) pointed out that over 600 empirical studies on literacy teacher preparation were published between 1999 and 2018. These studies examined teachers' knowledge and practice through a wide range of methodologies and lenses, which was necessary given the complexity of effective literacy instruction. Hoffman et al. also argued

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Section: Phonicsmentioning

confidence: 86%

Section: Phonicsmentioning

confidence: 99%

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Hudson¹,

Moore²,

Han³

et al. 2021

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…Two existing studies show that such PD structures might be useful in improving instruction for students with disabilities and struggling readers (Gersten et al, 2010; Mutch-Jones et al, 2012), however, neither evaluated the effectiveness of content-focused LS for promoting coordinated instruction across tiers of RTI. Randomized controlled trials of such approaches to LS are important for determining whether the collaborative PD structure employed in our study is an evidence-based approach for improving teachers’ skill in providing coordinated RTI instruction, and for determining if a content-focused LS approach is more effective than other collaborative approaches, such as LS without content-focused PD workshops (Saito & Atencio, 2013), content-focused PD followed by coaching (Brownell et al, 2017), and professional learning communities (Vescio et al, 2008). Identifying which collaborative PD structure is most effective and efficient at promoting coordination of evidence-based practices across tiers would be useful for school leaders in their efforts to create and maintain effective RTI systems.…”

Section: Discussionmentioning

confidence: 99%

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

Benedict

Brownell

Bettini

et al. 2020

Teacher Education and Special Education

Self Cite

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Despite evidence that tiered instruction within response to intervention (RTI) frameworks is important for students with reading difficulties, no complementary professional development (PD) research demonstrates how teachers can develop knowledge necessary to implement coordinated evidence-based instruction across instructional tiers. One promising PD approach combines lesson study (LS) with content-focused PD sessions; PD sessions introduce teachers to new knowledge, while LS supports teachers in integrating knowledge into their instructional repertoires. We used grounded theory methods to investigate how teams of upper elementary teachers’ ( n = 7) understandings of coordinated, tiered reading instruction changed through participation in Project InSync, a year-long PD consisting of content-focused PD workshops and LS cycles. Results indicate that, through interactions during LS sessions, teachers developed more sophisticated and integrated understandings of word study content, pedagogical practices, students’ struggles with literacy, and coordinating instruction across instructional tiers. Results have implications for teacher PD within RTI frameworks.

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“…Qualitative research aims to understand the world from the participant's point of view (Corbin & Strauss, 2015). Consequently, some studies emphasize the needs of special education teachers (Brownell et al, 2017) and explore their experiences from their perspectives. The ethical approval of this study was granted by the Ministry of Education (reference no.…”

Section: Methodsmentioning

confidence: 99%

An Exploration of Special Education Teachers' Perceptions of Professional Development

Algahtani

2021

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Introduction: This interpretive qualitative study explored professional development needs and practices for supporting and promoting the development of special education teachers in Saudi Arabia. There is an increasing demand for highly effective special education teachers in Saudi Arabia.Method: Nine teachers were interviewed. The study used the interpretive approach. Semi-structured interviews were carried out. Thematic analysis was used in data analysis. Despite positive experiences regarding the supportive environment. Findings:The majority of the participants expressed their frustration with workloads especially including administrative tasks. They clearly articulated their needs for professional development in areas specific to special education, notably more effective management of the whole process involving Individualized Educational Plans. In particular, they sought ways of improving the instruction and student attainment based on classroom situations.

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Literacy Learning Cohorts

Cited by 21 publications

References 56 publications

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Learning Together: Teachers’ Evolving Understanding of Coordinated Word Study Instruction Within an RTI Framework

An Exploration of Special Education Teachers' Perceptions of Professional Development

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