Abstract
This study reports the results of a three-year capacity building effort to improve core reading knowledge and practice in 165 third-grade teachers working in 63 urban schools and its effects on student reading outcomes. Teachers volunteered to participate in one or two years of professional development lasting from 90 to 180 hours. Core reading knowledge among teachers resulted in statically significant growth with generally large effect sizes. Three cohorts of third-grade students taught by participating teachers were assessed on multiple measures of reading at the beginning and end of each school year. Results for within-year improvement showed large effects on all student outcomes. Analysis of the magnitude of student gains between the three years found that for two of the four measures gains in year one were exceeded in years two and three. Implications for professional training to facilitate improved reading outcomes are discussed.
Highlights
Calls for reading improvement have echoed for decades and include those from Flesch (1955), Anderson, Hiebert, Wilkinson, & Scott (1985), Snow, Burns, & Griffin (1998), the National Reading Panel (2000), Foorman et al (2016), and Seidenberg (2017)
This study reports the results of a three-year capacity building effort to improve core reading knowledge and practice in 165 third-grade teachers working in 63 urban schools and its effects on student reading outcomes
Despite the considerable body of research that has advanced the science of reading (Rayner, Pollatsek, Ashby, & Clifton, 2012) evidence suggests that philosophical differences of reading remain tightly ensconced among teacher educators who directly impact the reading praxis taught in teacher preparation programs (Kato & Manning, 2007; Huang, 2014;Taylor & Otinsky, 2007)
Summary
Calls for reading improvement have echoed for decades and include those from Flesch (1955), Anderson, Hiebert, Wilkinson, & Scott (1985), Snow, Burns, & Griffin (1998), the National Reading Panel (2000), Foorman et al (2016), and Seidenberg (2017). Accompanying these calls are reading achievement scores.
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