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When Reading Instruction Hits a Wall: Electronic Portal for Assisted Learning, an Innovative Diagnostic and Solutions Digital Warehouse
Thu, April 21, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Roundtable Session Room 1Abstract
A preservice teacher's ability to support individual reading achievement begins with accurate administration and evaluation of assessments. Preservice teachers must also be adept at using the assessment results to design targeted, differentiated instruction. This study explores the use of reading simulations, coupled with an Electronic Portal for Assisted Learning (EPAL) to scaffold preservice teachers beyond the initial diagnostic phase towards designing effective interventions. A qualitative analysis of two reading simulations identified five categorical differences between EPAL users and nonusers: explicit teaching, flexible teaching, identification of resources, research justification, and technology integration. Findings illustrate the effectiveness of reading simulations, paired with EPAL, to help preservice teachers enact the work of designing effective, targeted literacy instruction to support reading achievement.