Preparing Teachers to Facilitate Engagement in Reading Intervention Through Embedded Behavioral Supports

• Published in: Intervention in school and clinic Vol. 59; no. 1; pp. 29 - 39
• Main Authors: Lindström, Esther R., Roberts, Garrett J.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-09-2023; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Classrooms; Expectation; Intervention; Learner Engagement; Methods Courses; Positive Behavior Supports; Preservice Teachers; Reading Instruction; Student Behavior; Teacher Education; Teacher Educators; Teachers; teacher preparation; reading; engagement; behavior; intervention
• ISSN: 1053-4512; 1538-4810
• DOI: 10.1177/10534512221130067

Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined interventions may be challenging to novice teachers. This article presents guidance for teacher educators to address combined reading and engagement support interventions in the context of a university reading methods course and applied fieldwork setting. The article outlines the importance of engagement to reading instruction and offers a framework for training teachers to implement reading interventions with embedded engagement supports, toward the overall goal of maximizing effectiveness of the reading instruction. Resources, tools, and sample activities are presented to further illustrate these concepts and facilitate their application in classrooms.