Abstract:

Struggling English readers, especially those with decoding issues, need direct, explicit instruction of the English language in order to improve their reading skills. Teachers in the United States often are not trained in this type of instruction in their undergraduate programs. While teachers of struggling readers want to provide the best instruction for their students, they are not sure of the best strategies to accomplish that goal. One university designed a professional development program that included teacher training during a four week summer literacy camp for struggling readers. Third through fifth grade students were assessed for eligibility to attend the literacy camp. The Word Attack subtest of the Woodcock Reading Mastery and the full Wilson Assessment of Decoding and Encoding (WADE) were given in late spring of 2017. Students that scored below the 30th percentile on the word attack and had difficulty with the spelling portion of the WADE were asked to participate in the camp. Twenty-four students were selected to attend. In addition to the student selection, seven teachers that wanted specific training in explicit instruction for students with decoding issues and four teachers that were completing a Reading Specialist Certification Program were included in the professional development training. One university professor with specialized training in this type of direct instruction, as well as a site director for the camp and two additional university professors rounded out the staff for this literacy camp.

The camp ran three hours each weekday of the four weeks. The four in-service teachers completing their reading specialist certifications planned and delivered reading and writing instruction to small groups during one hours sessions. The seven in-service teachers receiving training in direct, explicit instruction worked one on one with three different students for one hour sessions. Teachers were given the TKA: SL (Teacher Knowledge Assessment of the Structure of Language) and a Self Efficacy Survey before the camp began and again when the camp ended. While there was not a statistical significance in scores on the TKA from pre to post for the seven teachers, it was evident from student scores that teachers were effective in their instructional delivery. All subtests of the WADE showed statistical significance for the third, fourth and fifth graders. Through qualitative analysis and formal observations, the reading specialist candidates also demonstrated mastery of effective strategies for instruction of struggling readers. This session will discuss the design of the camp, the training of the teachers, and the data analysis of the pre and post assessments for the teachers and the students.

Keywords:

Literacy, struggling readers, professional development, reading, decoding, teacher training.