A Theoretical Analysis of Empirical Research on Literacy Interventions and Professional Development: 2004–2014

• In Event: 16.021 - Advances in Reading Instruction and Interventions

Abstract

This paper is a theoretical analysis of research on professional development and literacy interventions in grades K-12. Two-tiered scaffolding, in which tier 1 represents teacher-child interaction and tier 2 represents professional development provider-teacher interaction, is the theoretical framework for the search, analysis, and interpretation of empirical studies. A theoretical critique afforded a nuanced analysis with resulting novel insights of the relationship between professional development and the impact of interventions. Studies are organized in terms of four literacy contexts (i.e., one-to-one, small group, whole class, and school-wide interventions) and rated in terms of strength of evidence for student learning. We provide a critique of the research from a two-tiered scaffolding perspective and conclude with implications for research, theory, policy, and practice.

Authors

• Janet S. Gaffney, The University of Auckland

• Ian A. G. Wilkinson, Ohio State University

• Robert S. Drewry, The Ohio State University - Marion

• Lauren E. Donnan, The Ministry of Social Development, New Zealand