Abstract
Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve preservice teacher (N = 22) knowledge of evidence-based practices embedded in Collaborative Strategic Reading (CSR). Participants were randomly assigned to teach in a simulation or observe peers teach in a simulation. Both groups significantly improved their knowledge of CSR practices after experience in the simulation, and all participants indicated an overall positive perception of simulation to prepare teachers. (Keywords: comprehension, evidence-based practices, simulation, TeachLivE, teacher education)
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
