Professional Development with Emailed Practice-Based Feedback to Support Teacher-Led Inclusive Small Group Literacy Instruction

Abstract

This study investigates the impact of in-person professional development (PD) with ongoing emailed practice-based feedback (EPF) on teacher correct implementation of a multicomponent shared reading intervention for students with extensive support needs (ESN) embedded within general education (GE) instruction within three multiple baseline across skills designs. Skills within the shared reading intervention included (a) student engagement, reinforcement, and redirection, (b) planned questioning with wait time and error correction, and (c) in the moment data collection. A functional relation between PD with EPF package and teacher correct implementation of the multicomponent shared reading intervention was established for all three teachers. Teachers reported the experience was positive and felt comfortable delivering the small group shared reading intervention. No negative impact on student comprehension occurred. Findings show general and special educators can embed individualized shared reading using modified grade-level books and collect data on literacy skills for students with ESN in GE instruction with fidelity. This successfully implemented specialized instruction and data collection on the individualized educational goals of students with ESN provides more evidence that GE settings are an effective location for individualized service delivery and progress monitoring. Further implications for research and practice are shared.