Sarah F. Pedonti
Sarah is currently a graduate research assistant with the Targeted Reading Intervention, a webcam-mediated coaching model for early elementary classroom teachers. The TRI was designed to help teachers in rural and low-resourced contexts implement differentiated reading instruction for struggling readers, and has demonstrated consistent positive results, including significant word recognition and reading comprehension gains for students with low fall literacy skills. The TRI is currently funded by the Institute of Education Sciences (PI: Steve Amendum, Univ. of DE) to examine the efficacy of the TRI for English learners. Sarah's specific research interests include how children's oral language, word reading fluency and comprehension may vary by their engagement with reading instruction.