Abstract
Many educators are unprepared to meet the needs of students with the most intensive reading intervention needs. The purpose of this review was to identify how researchers have provided professional development (PD) to support educators’ implementation of intensive reading interventions, the extent to which these approaches included essential PD elements, and how researchers have measured implementer outcomes. In the 26 studies reviewed, implementers received initial training, and most received some form of ongoing support. Most studies appeared to incorporate one or more essential PD elements, though many lacked sufficient detail regarding the presence of these elements. Researchers used a variety of fidelity measures and other methods to assess implementer outcomes, which were typically positive. Results of this review indicate the need for researchers to report more detailed descriptions of PD activities, as well as the need for continued research on how best to support teachers’ implementation of intensive reading interventions.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 329-342 |
| Number of pages | 14 |
| Journal | Remedial and Special Education |
| Volume | 42 |
| Issue number | 5 |
| DOIs | |
| State | Published - Jun 26 2020 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported in part by a grant from the U.S. Department of Education, H325H140001, to Vanderbilt University. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
Keywords
- intensive reading intervention
- professional development
- reading disability
