Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences.
Abstract
This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all preservice teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.
Reference
Al Otaiba, S., Lake, V. E., Greulich, L., Folsom, J. S., & Guidry, L. (2012). Preparing beginning reading teachers: an experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109–129.
Journal
Reading and Writing: An Interdisciplinary Journal
Analysis
Is this article part of a larger project or series of studies?
unclear
Does this study draw on a large, preexisting data set?
no
Research Approach
- mixed methods
- randomized-control trial
Geographic Setting
- Southeast of the United States
Institutional Context
Certification Level
Programatic Focus
- early childhood education
Research Location Context
- General Methods Course
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
28
Other Participant Data
- Students in tutorial setting
Duration of Data Collection
Data Sources
- lesson plans
- Standardized Assessments
- student self-evaluations
- Teacher Knowledge Assessment- Structure of Language (Mather, Bos & Babur, 2001)
Data Analysis Tools
- ANOVA
- coding (non-specific)
Researcher Positionality
- inside (staying their own students)
Research Questions
Which of two tutoring programs, "would be most effective in improving knowledge about reading and lead to broad and deep language and preparedness of the novice preservice teachers"?
Is this research question explicit from the manuscript? Combination
Which of two tutoring programs would, "yield the most successful student reading outcomes?"
Is this research question explicit from the manuscript? Combination