Purpose: At the time of this project, much was already known about how to teach children beginning reading skills. However, many teachers were not aware of some elements of reading instruction that are key to helping students avoid common reading problems. At the same time, some research was finding that teachers who learned about effective reading strategies included those strategies in their instruction and student achievement improved. This research team planned to evaluate the effects of a research-based professional development program with mentoring on classroom teachers' ability to teach reading in first grade.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

The research team is focusing on five research-based elements of reading development:

1. phonological awareness
2. the alphabetic principle and code
3. fluent and automatic word-recognition
4. vocabulary
5. comprehension

In phase 1 of the project, the researchers are developing measures of teacher knowledge and practice related to these five elements. Over the next 2 phases, the researchers are providing professional development on teaching those elements to 80 to 120 first grade teachers in schools serving children from low-income backgrounds. The research team is comparing the efficacy and relative value of the professional development program to standard practice. Researchers are randomly assigning schools to experimental and control groups.

During phase 2, the experimental group is receiving the professional development program including mentors assigned to individual teachers. The control group of teachers and their students are being assessed for knowledge, skills, and practices but are not being provided any professional development that is different than what they would normally get. In phase 3, the control group is receiving the same professional development received by the experimental group during phase 2 but without the individual mentor support.

The experimental group is continuing to receive the professional development program with mentoring for the second phase. All teachers attending professional development workshops are receiving materials on research-based methods of reading instruction that they can apply in their classrooms. In phase 4, the researchers are

1. evaluating whether the professional development program changed teacher knowledge
2. testing whether changes in teacher knowledge affect changes in teacher practices, in turn influencing student reading achievement
3. describing what happens during professional development training
4. examining the difference that having support by mentors makes to the professional development program
5. evaluating the relative contribution of a 1- vs. a 2-year professional development program

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications:

Journal articles

Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., North, W., Russo, E., and Wilder, T.D. (2009). First Grade Teachers' Knowledge of Phonological Awareness and Code Concepts: Examining Gains From an Intensive Form of Professional Development. Reading and Writing: An Interdisciplinary Journal, 22(4): 425–455.

** This project was submitted to and funded under Teacher Quality: Reading and Writing in FY 2003.