Responding to calls for more effective teacher preparation for teaching early literacy, this descriptive doctoral study examines if and how teacher learning from Reading Recovery training can be applied within Kindergarten, Grade One, and Grade Two whole-class contexts. The survey and case study findings show Canadian participants resituated procedures, language, knowledge, and beliefs from the one-to-one teaching in Reading Recovery to many classroom reading and writing activities. Additionally, participants described how Reading Recovery training increased their confidence and effectiveness in literacy instruction, a finding that has implications to in- and pre-service teacher professional development and the cost-effectiveness of the intervention.
Presenter: Joe Stouffer
University of British Columbia