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Developing Paired Reading in Spanish language in Colombia through the use of On-line Professional Development for Teachers
There is good evidence that peer tutoring, when used in a structured manner can lead to attainment gains in English reading. Transferability of the technique to other languages and educational contexts are less well studied. This paper reports results from a Phase 2 exploratory trial designed to establish if peer tutoring, in the form of Paired Reading could transfer to the Colombian education system, and into the Spanish language. A randomised trial was conducted in four Colombian elementary schools with eight classes, and 298 third and fifth grade pupils. The project took place during the Covid pandemic and this necessitated that professional development and support for teachers in Colombia was provided remotely using trans-Atlantic video conferencing. This was an adaptation to the usual face-to-face training provided. Results indicated that paired reading could be an effective, low cost strategy for improving reading. Positive results for the paired reading group, compared to the control group, were observed (Effect Size +0.16). The teachers were able to embed lessons learned during on-line professional development, into their classroom pedagogies effectively. A previously published protocol established success criteria to determine whether there was enough evidence of efficacy to warrant a Phase 3 definitive trial of the technique. Results indicated that the criteria were met for progression to a Phase 3 trial, despite disruption to the research due to Covid related school closures, and that remote on-line professional development for teachers resulted in changes to professional practice.
Potrebno predznanje: None required