Announcement of Ed.D. Proposal Defense: Preparing Teachers to Provide Struggling Readers with Access to the Content Area Curriculum Using Technology

Friday, September 13, 2019 11:00am - 1:00pm

GSE Room 347

    Reading is the foundation of all learning, but explicit reading instruction declines after fourth grade (Guthrie & Davis, 2003). A struggling reader will falter in grasping the content area curriculum, impeding yearly progress and widening the achievement gap (Dell, Newton, & Petroff, 2016; Edyburn, 2015). Therefore, preservice teachers need explicit guidance for improving struggling readers’ content literacy skills. Compensatory reading tools are available to assist struggling readers (Dell et al., 2016; MacArthur, Ferretti, Okolo, & Cavalier, 2001); however, little research examines general educators’ use of assistive technology to support diverse learners. The research is particularly weak in examining the intersection of general educators using assistive technology to support struggling readers.   
   The intent of this design-based research study is to determine the extent to which engagement with a self-guided online course module increases preservice teachers’ sense of efficacy and competence at improving struggling readers’ skills using assistive technology. The study examines how the participants report their sense of efficacy in assisting struggling readers’ access to the content area curriculum, how they express their knowledge and attitudes concerning use of assistive technology, and if they demonstrate competence using, integrating, and evaluating use of assistive technology to assist students who struggle with reading in the content areas. 
   Participants will take pre-and post-intervention surveys measuring sense of teaching efficacy using assistive technology to support reading, and they will complete educational activities within the course module to demonstrate knowledge of assistive technology use and decision-making skills. This study’s findings will provide insight into how self-guided online training influences preservice teachers’ conceptions of their abilities to assist struggling readers access the content area curriculum. 


Who to contact:

Ellen Farr