26 research outputs found
Computer-Assisted Video Instruction in Training Paraprofessionals to Teach Brain-Damaged Clients
The effect of a professional development model on early childhood educators’ direct teaching of beginning reading
Research over the last 15 years has reported that for professional development to be effective, in terms of changing teachers’ knowledge and/or instructional strategies, it needs to be conducted taking into consideration the following factors: teachers’ existing knowledge, experience and attitudes towards the professional development, school administrative factors, opportunities for classroom-based follow-up and gathering data concerning student achievement to measure the impact or effectiveness of the professional development. These factors were all carefully considered when creating, planning and implementing the professional development model for this study. The results indicate that an evidence-based professional development model which included a workshop, classroom observations and coaching significantly improved participants’ instructional practice over the course of one year while implementing Let’s Decode, a semi-scripted, explicit and direct approach to teaching phonological awareness and systematic decoding instruction when teaching beginning reading
The effects of literacy interventions on single-word reading for individuals who use aided AAC: a systematic review
The Reading Fluency and Comprehension of Fifth- and Sixth-Grade Struggling Readers Across Brief Tests of Various Intervention Approaches
Development Psychopathology in context: clinical setting