Preparing Teachers to Facilitate Engagement in Reading Intervention through Embedded Behavioral Supports

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  • Author(s): Lindström, Esther R. (ORCID Lindström, Esther R. (ORCID 0000-0001-6343-2538); Roberts, Garrett J.
  • Language:
    English
  • Source:
    Intervention in School and Clinic. Sep 2023 59(1):29-39.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Guides - Classroom - Teacher
    Reports - Descriptive
  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      11
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324B190010
      R324B210020
    • Intended Audience:
      Teachers
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
    • Accession Number:
      10.1177/10534512221130067
    • ISSN:
      1053-4512
      1538-4810
    • Abstract:
      Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1389465