Early Literacy Intervention Teacher's Experiences With Decision Making Within the Science of Reading Era

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Literacy Development: Technology, Home Environment, Learning Centers, and Interventions (Table 4)

Abstract

Research has shown that early literacy interventions are an effective way to prevent later reading difficulties. However, there are tensions with research theory and the resulting teaching that have led to a heated debate around early literacy and early literacy interventions. Currently, Science of Reading (SOR) advocates are calling on teachers to exclusively use structured literacy interventions with struggling readers. Teachers are in the middle of this debate and their voices, beliefs and expertise have been silenced, ignored, dismissed. Therefore, understanding intervention teacher's roles as decision makers around early literacy interventions within different systems are necessary to understand and describe teacher's viewpoints of the current SOR debate.

Author

• Kate Mitchell, Wayzata Public Schools