Detect and Correct: Teaching Graduate Student Teachers to Identify Oral Reading Errors and Implement Corrective Feedback Using Content Acquisition Podcasts

Myers, Anna, Education - School of Education and Human Development, University of Virginia
Morano, Stephanie, ED-CISE Department, University of Virginia
Kennedy, Michael, ED-CISE Department, University of Virginia

National reading scores have remained consistently low for several decades (NAEP; National Center for Education Statistics [NCES], 2022). Classroom teachers are poised to make important impacts on student success through instructional knowledge (Moats, 2009; Piasta et al., 2020). Teacher education programs (TPP) are tasked to train their students in evidence-based practices. This study used an online multimedia module, Content Acquisition Podcast- Teacher Video model plus Practice (CAP-TVP) to instruct TPP students to detect and correct oral reading errors for beginning reader and those experiencing decoding difficulties. The CAP line of research has an established research based. The current study extended this research with the addition of forced choice practice item using video clips of students reading. The dependent variable was a researcher created pre/posttest. Results indicate a trend in data that suggests CAP-TVP increased TPP student pedagogical knowledge and participants echoed this in their indication the CAP-TVP increased their potential to enact reading error correction procedures during teaching.

PHD (Doctor of Philosophy)
teacher preparation, decoding instruction, reading
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