Intensifying Reading Interventions

• In Event: Poster Session 11
  In Poster Session: Division K Section 6 Poster Session

Abstract

This study examined the effects of intensive interventions during early field experiences to meet the individual academic reading needs of at-risk elementary students (N=14). Individual interventions were provided by teacher candidates within a university reading intervention clinic, under the supervision of faculty. Intervention was 60 minutes once per week, individually or in small groups, for approximately 12 sessions. Results from the dependent t-tests indicated that phonics/phonemic awareness, fluency, and comprehension scores did significantly improve for the elementary-aged students after participation in the reading clinic. Furthermore, there was a significant correlation between the amount of instructional time teaching specific reading components by the teacher candidates and their increase of content knowledge in these components of reading.

Authors

• Taylar Wenzel, University of Central Florida

• Mary E. Little, University of Central Florida

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

• Lauren Patrusky, University of Central Florida