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. 2012 Jan;25(1):10.1007/s11145-010-9250-2.
doi: 10.1007/s11145-010-9250-2.

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Stephanie Al Otaiba  1 , Vickie E Lake, Luana Greulich, Jessica S Folsom, Lisa Guidry
Affiliations

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Stephanie Al Otaiba et al. Read Writ. 2012 Jan.

Abstract

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

Keywords: Early childhood; Early literacy instruction; Preservice teachers; RTI; Randomized control trial; Response to intervention; Teacher training.

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Figures

Fig. 1
Fig. 1
Mean code-focused depth of application of knowledge score with standard deviation lines for each preservice teacher
Fig. 2
Fig. 2
Mean meaning-focused depth of application of knowledge score with standard deviation lines for each preservice teacher
Fig. 3
Fig. 3
The dashed line and the thick solid gray line represent the depth of application of knowledge scores on each of the five components of reading. The Book Buddies group showed little to no application of knowledge on phonological awareness, phonics, or fluency tasks, whereas the TAILS group showed both breadth and depth of application knowledge on all five components. There were statistically significant differences between the two groups on phonological awareness, phonics, and fluency depth of application of knowledge, but not on comprehension or vocabulary depth of application of knowledge
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References

    1. Adams MJ. Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press; 1990.
    1. Adams MJ, Foorman B, Lundberg I, Beeler C. Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brooks Publishing Co; 1997.
    1. Al Otaiba S. -2) Unpublished manuscriptFlorida Center for Reading Research; Tallahassee, FL: 2003. Tutor assisted intensive learning strategies for second grade (TAILS
    1. Al Otaiba S. Weaving moral elements and research-based reading practices in inclusive classrooms using shared book reading using shared book reading techniques. Early Child Development and Care. 2004;174:575–589.
    1. Al Otaiba S. How effective is code-based tutoring in English for English language learners and their preservice teacher/tutors? Remedial and Special Education. 2005;26(4):245–254.

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