The impact of brief individualized instructional components in a reading clinic geared for pre-service teachers
Graduation Date
2008
Document Type
Thesis
Program
Other
Program
Thesis (M.A.)--Humboldt State University, Education, 2008
Committee Chair Name
Ann Diver-Stamnes
Committee Chair Affiliation
HSU Faculty or Staff
Keywords
Humboldt State University -- Theses -- Education, Pre-service teacher education, Reading interventions, Reading clinic
Abstract
Four reading intervention strategies that are research validated and have demonstrated the likelihood to improve students' oral reading fluency and comprehension are: repeated readings, phonics instruction, vocabulary preview/review, and guided reading. Brief experimental analyses of oral reading fluency were conducted with seven elementary students who are experiencing difficulties in learning to read. A reading clinic model served as fieldwork experience where pre-service teachers learned how to apply a sequential application of specific reading interventions. Following a baseline condition, instructional treatments were combined with prior conditions until there was improvement in oral reading fluency in the instructional passages. The purpose of this study is to evaluate the critical features for a quality reading clinic. Pre-service teachers will determine what components of the reading clinic were beneficial and most effective in their preparation to teach reading. The results of an open-ended questionnaire and a survey given to the pre-service teachers are an important basis for interpreting the findings. DESCRIPTORS: Brief experimental analysis, oral reading fluency, comprehension, pre-service reading teacher education
Recommended Citation
Shepard, Debra G., "The impact of brief individualized instructional components in a reading clinic geared for pre-service teachers" (2008). Cal Poly Humboldt theses and projects. 1102.
https://digitalcommons.humboldt.edu/etd/1102
https://scholarworks.calstate.edu/concern/theses/9g54xm028