Testing the Impact of Online Training in Areas of Reading Instruction on Educator Knowledge

Autor/inn/en	Donovan, Shonna L.; Odegard, Timothy N.; Farris, Emily A.; Flipse, Jennifer L.
Titel	Testing the Impact of Online Training in Areas of Reading Instruction on Educator Knowledge
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 1, S.199-221 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Donovan, Shonna L.) ORCID (Odegard, Timothy N.) ORCID (Farris, Emily A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10179-w
Schlagwörter	Reading Instruction; Teaching Methods; Instructional Effectiveness; Inservice Teacher Education; Electronic Learning; Program Effectiveness; Elementary Education; Knowledge Base for Teaching + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Lehrerfortbildung; Elementarunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Considerable effort has been exerted to identify effective instructional methods to teach reading in the early grades. Ideally, these practices would be provided to students by knowledgeable educators. However, many educators lack linguistic knowledge of the English language and essential concepts about early literacy acquisition that predict student reading outcomes. Furthermore, the in-service training needed to fill gaps in educator knowledge is costly and challenging to deliver at scale. Online educator training has the potential to provide a cost-effective, more readily scalable option. However, limited research has explored the efficacy of online training to increase educator knowledge of early grade reading. The current study was conducted to test the effectiveness of online training to improve educators' knowledge of early grade reading concepts. Educators (N = 86 in the analytic sample) who primarily supported students in grades K-5 were assigned randomly to one of three training conditions: waitlist control, in-person, or online. They all completed a test before and after receiving training that assessed their knowledge of early-grade reading concepts. An ANCOVA that controlled for baseline knowledge revealed that educators who received training either in-person or online had increased knowledge of early grade reading after the training relative to the waitlist control group. Furthermore, educators who received in-person training outperformed educators who received online training. This study suggests that online training provides a viable alternative to in-person in-service training and highlights a need to consider ways of enhancing the impact of online training on educator knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01