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- W3204663617 abstract "Training preservice teachers as teachers of reading is a complex task, as is reading itself. Preservice teachers need to understand the theory that underpins practice; the cognitive skills and knowledge required to read and the contextual factors that impact beginner readers. This longitudinal, mixed-methods study evaluates the benefits for preservice teachers and for the children they tutor, of a collaborative approach between an English university, its city’s schools and Local Education Authority. Preservice teachers (n = 362) were trained in and then implemented the Boosting Reading at Primary intervention. The children’s (n = 724) pre- and post-intervention reading age data was analysed along with qualitative and quantitative data from a case study of one cohort of preservice teachers (n = 87). The study demonstrates the reading progress made by children in the project and the increased knowledge, skills, pedagogic practices and self-efficacy of the preservice teachers." @default.
- W3204663617 created "2021-10-11" @default.
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- W3204663617 date "2021-09-30" @default.
- W3204663617 modified "2023-09-26" @default.
- W3204663617 title "Supporting preservice teachers to become informed teachers of reading through one-to-one tutoring in an English initial teacher education setting" @default.
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- W3204663617 doi "https://doi.org/10.1080/03004279.2021.1985578" @default.
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