Search results for author:"Lynne Vernon-Feagans"
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The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention
Elementary School Journal Vol. 112, No. 1 (September 2011) pp. 107–131
The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and...
Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
Reading Research Quarterly Vol. 53, No. 2 (2018) pp. 155–174
The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English...
Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 190–204
Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in rural low-wealth districts illustrated that teacher...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 55, No. 1 (April 2016) pp. 228–239
Increasingly, coaching-based professional development models are used to support classroom teachers' implementation of the literacy interventions. Research suggests that these models may positively impact classroom teachers' self-efficacy, which is...
Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention
Journal of Educational Psychology Vol. 105, No. 4 (November 2013) pp. 1175–1187
This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to ...