iSTART-Early Professional Development for Teachers: Improving Comprehension Strategy Training in the Classroom

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Elevating Early Language Learning and Reading Proficiencies in Early Childhood Settings (Table 5)

Abstract

Teaching students reading comprehension strategies can greatly improve their learning from texts. To support this goal, the iSTART-Early Professional Development (PD) system was designed to expand teachers’ knowledge of the Science of Reading and evidence-based comprehension strategy instruction, through a series of asynchronous instructional videos and learning activities. We report on the efficacy and usability of this PD based on knowledge, self-efficacy, usability, and engagement data from 16 in-service teachers. Overall, teachers found the PD helpful and engaging. They also showed significant improvement in their knowledge of reading comprehension research and self-reported ability to apply this knowledge in the classroom from pre to posttest. These results show initial promise of the iSTART-Early PD system for teachers.

Authors

• Ali June Fulsher, University of Minnesota

• Amanda Jensen, University of Minnesota

• Panayiota Kendeou, University of Minnesota