Home » Projects » The Targeted Reading Intervention: A Web-Based Professional Development Program Targeting K-1 Classroom Teachers and Their Struggling Readers

The Targeted Reading Intervention: A Web-Based Professional Development Program Targeting K-1 Classroom Teachers and Their Struggling Readers

Area(s) of Work: K-12 Education

The purpose of this project was to examine the effectiveness of the Targeted Reading Intervention (TRI) professional development program in helping rural kindergarten and first-grade classroom teachers in low-wealth schools implement evidence-based, individualized reading instruction for the children in their classrooms who are struggling in learning how to read. Specifically, it aimed at understanding whether the TRI can improve teacher knowledge in both the foundation and the pedagogy of the teaching of reading, but, more importantly, understanding whether the TRI can improve teacher practices in the teaching of reading that are linked to reading gains for struggling readers. The TRI was initially developed and tested via a series of small, randomized clinical trials. Results yielded large effect sizes for student outcomes (.4 to .7) that highlight the need to validate the mechanisms of change for teacher pedagogical content knowledge and practice through a large randomized controlled field trial.

Award(s)

Funding Agency:  

U.S. Department of Education

Funding Period:  

07/01/2010 to 06/30/2015

Award Amount:  

$3,432,868

Staff

Kirsten L. Kainz, Investigator
Amelia Krysinski, Project Coordinator

Publications and Other Resources

Published: 2021 Type: Journal Articles
Published: 2011 Type: Media
Published: 2011 Type: Journal Articles
Published: 2010 Type: Journal Articles