This study examined the experiences of 12 kindergarten, first-, and second-grade classroom teachers who provided one-on-one intervention instruction for struggling readers within the general classroom context. Teachers were interviewed at the end of the project. Interview statements clustered into four themes: Managing One-on-One Intervention, Observing Student Growth, Acquiring Knowledge about Teaching Reading, and Discovering Specific Characteristics of Good Teaching. Results indicated that positioning the classroom teacher at the center of a reading intervention with support may be a beneficial form of professional development. Implications for research and practice are discussed.
Liebfreund, M. D., & Amendum, S. J. (2017). Teachers’ Experiences Providing One-on-One Instruction to Struggling Readers. Reading Horizons: A Journal of Literacy and Language Arts, 56 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol56/iss4/5