Event Title
Peer Prep: Preparing Teacher Candidates for Collaborative Reading Intervention
Document Type
Presentation
Abstract
This paper describes an after-school reading clinic experience that enhances the preparation of teacher candidates (TCs) to collaboratively administer assessments and develop, implement, and monitor interventions for students in need of reading support. TCs shared responsibility for tutoring one child, providing instruction for one hour per week on two different days. This collaboration was designed to not only benefit the TCs as they worked with one another in ways that mirror those of professional practice, but also benefit elementary-aged students from diverse communities. Quantitative and qualitative data was gathered to describe the impact of the project on the TCs.
Keywords
Reading, Education, Teachers
Persistent Identifier
http://hdl.handle.net/10950/2975
Peer Prep: Preparing Teacher Candidates for Collaborative Reading Intervention
This paper describes an after-school reading clinic experience that enhances the preparation of teacher candidates (TCs) to collaboratively administer assessments and develop, implement, and monitor interventions for students in need of reading support. TCs shared responsibility for tutoring one child, providing instruction for one hour per week on two different days. This collaboration was designed to not only benefit the TCs as they worked with one another in ways that mirror those of professional practice, but also benefit elementary-aged students from diverse communities. Quantitative and qualitative data was gathered to describe the impact of the project on the TCs.