Intensifying Reading Interventions With Elementary Students Within Early Field Experiences

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-7 - Strategies to Improve the Efficacy of Preservice Teachers

Abstract

This study examined the effects of early field experiences to meet the individual academic reading needs of at-risk elementary students (N=35). Interventions were provided by teacher candidates within a university reading intervention clinic, under the supervision of two faculty members. Treatment was 60 minutes once per week, individually or in small groups, for approximately 12 sessions. Results indicate that students who had phonics or phonemic awareness as their primary reading goal had a statistically significant difference in reading outcome from the beginning to the end of the treatment with a very large effect (d=1.25). Overall, findings indicated that the majority of students in responsive intervention groups made significant strides in reading achievement during the time of intervention.

Authors

• Mary E. Little, University of Central Florida

• Debbie L. Hahs-Vaughn, University of Central Florida