Responding to calls for more effective teacher preparation for teaching early literacy, this descriptive study examines if rsading how teacher learning from Reading Recovery training can be applied within whole-class contexts.
Reading Recovery is an early literacy intervention developed by Marie Clay and is implemented internationally to assist Grade One children having difficulty developing early literacy teading. Teachers are trained to deliver one-to-one instruction by attending dissertations on reading recovery development sessions over one school year in an apprentice-style of learning.
Using an online survey instrument, 53 Canadian Kindergarten, Grade One, or Grade Two teachers who had completed Reading Recovery professional development in dissertatiobs three years prior to the study were asked to describe if and how Dissertations on reading recovery Recovery training had influenced their instructional procedures, language, knowledge or beliefs when teaching English Language Arts in their classrooms.
Dissertations on reading recovery, three Manitoba survey respondents volunteered as popular dissertation introduction ghostwriters service ca study participants and were observed weekly over a three-month period in their classrooms.
The survey and rwcovery study findings show participants appropriated many procedures and language from Reading Recovery during different reading and writing activities.
More significantly, they described being more capable of formatively assessing students and how their knowledge and beliefs about literacy instruction had shifted, or developed, in ways that reflected those of Reading Recovery. The case study observations revealed that rather than simply transferring knowledge gained dissertations on reading recovery the Reading Recovery training, teachers took this knowledge and applied it in individual ways in their classrooms, essentially resituating their learning into what is termed their personal theory of literacy instruction.
They described how Reading Recovery training increased their confidence and effectiveness in literacy instruction, a finding that could add to discussions of both in- and pre-service teacher professional dissertqtions. Attribution-NonCommercial-NoDerivs 2.
UBC Theses and Dissertations
Featured Collection. Abstract Responding to calls for more effective teacher preparation for teaching early literacy, this descriptive study examines if and how teacher learning from Reading Recovery training can be applied within whole-class contexts. Stouffer, Joseph. University of British Columbia.
Vancouver : University of British Columbia Dissertafions. Doctor of Philosophy - PhD. Language and Literacy Education. Usage Statistics. The classroom impact of Reading Recovery training : examining restated Reading Recovery-based teacher learning.]