Abstract:

There is a reading crisis in the United States. The 2017 NAEP (National Assessment of Educational Progress) scores demonstrate that only 37% of 4th graders are reading at or above proficient levels (National Center for Educational Statistics, 2017). Reading difficulty among students is often linked to dropping out of school, lower quality of life, lower paying jobs, and more likelihood of encountering the criminal justice system. (Win & Behizadeh, 2011). Studies regarding the science of reading have laid out the pathway for all students to learn to read; however, that information does not appear to have penetrated teacher preparation programs. Research suggests that the very teachers (kindergarten through third grade) that need the knowledge and self- efficacy to teach reading, lack the knowledge or demonstrate misinformation about the process (Bos, et.al., 2001; Moats, 1994; Moats, 1999; Moats & Foorman, 2003; & Spear-Swerling, & Brucker, 2003).

Teachers in one university program implemented a year-long intervention with one student to practice the knowledge and skills they were learning in their coursework. The students receiving the intervention were at least two grade levels behind their peers in reading skills. Teachers received training in an Orton-Gillingham based strategy that focused on the components of structured literacy. Concepts included assessment and instruction for phonemic awareness, phonics, word study, fluency, vocabulary and comprehension. This session will discuss the impact of the year-long training. Results of student scores on standardized assessments before and after receiving specialized instruction for one school year will be discussed. Statistical analysis included paired T-tests that revealed statistically significant differences in subtests.

Keywords:

Structured literacy, struggling readers, dyslexia, teacher training.