Stephanie Al Otaiba|Vickie E. Lake|Luana Greulich|Jessica Sidler Folsom|Lisa Guidry
Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences
Florida State University|Florida State University|Florida State University|Florida State University|Florida State University
randomizedcontrol trial examined learning preservice teachers taking initial early literacy course early childhood education program kindergarten first grade students tutored field experience preservice teachers randomly assigned one two tutoring programs book buddies tutor assisted intensive learning strategies tails provided identical meaningfocused instruction shared book reading differed presentation codefocused skills tails used explicit scripted lessons book buddies required codefocused instruction take place shared book reading research goal understand tutoring program would effective improving knowledge reading lead broad deep language preparedness novice preservice teachers yield successful student reading outcomes findings indicate preservice teachers demonstrated similar gains knowledge preservice teachers tails program demonstrated broader deeper application knowledge higher selfratings preparedness teach reading students conditions made similar comprehension gains students tutored tails showed significantly stronger decoding gains