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Abstract
This study examined the experiences of 12 kindergarten, first-, and second-grade classroom teachers who provided one-on-one intervention instruction for struggling readers within the general classroom context. Teachers were interviewed at the end of the project. Interview statements clustered into four themes: Managing One-on-One Intervention, Observing Student Growth, Acquiring Knowledge about Teaching Reading, and Discovering Specific Characteristics of Good Teaching. Results indicated that positioning the classroom teacher at the center of a reading intervention with support may be a beneficial form of professional development. Implications for research and practice are discussed.
KEYWORDS: reading intervention, professional development, one-on-one
Many students in U.S. schools continue to struggle with basic reading. According to the recent National Assessment of Educational Progress (NCES, 2015) data, more than one-third of fourth-grade students fail to exhibit a basic level of reading achievement. In addition, students who experience difficulty learning to read typically fall behind their classmates in reading and other content areas (Foorman & Torgesen, 2001; Solis, Miciak, Vaughn, & Fletcher, 2014). As a result, students who struggle to acquire basic reading skills and strategies often require effective early intervention (Jones, Conradi, & Amendum, 2016; Morris, Tyner, & Perney, 2000; Wanzek & Vaughn, 2007).
One-on-one intervention can lead to a reduction in the number of students identified as struggling or learning disabled (Vellutino et al., 1996; Wanzek & Vaughn, 2007). The implementation of individualized instruction, in concert with professional development for the instructor, continuously show promise for students experiencing difficulties with reading (Amendum, 2014; Vernon-Feagans, Kainz, Hedrick, Ginsberg & Amendum, 2013).
A current instructional shift is to offer early intervention through a three-tiered Response to Intervention (RTI) model (e.g., Fuchs & Fuchs, 2006; Gersten et al., 2008) that operates within the comprehensive Multi-Tier System of Supports (MTSS). In the RTI model of instruction, interventions for struggling students become more intensive as the student requires additional support to meet academic or behavioral goals. Usually, high-quality core classroom instruction comprises the first tier and the most intensive interventions, such as special education placement, occur at the highest tier. Instructional intensity is increased by using more systematic and explicit individualized instruction, increasing the frequency or duration of instruction, creating smaller student groupings, and utilizing instructors with greater expertise (Fuchs & Fuchs, 2006). The need...