The Village Project: A Collaborative Effort to Improve Children’s Reading Skills and Preservice Teachers' Reading Instruction
Reading skills of students in many Title I schools in America continues to be a source of concern for parents, students and teachers alike. Despite mandates, numerous efforts, and the utility of various reading programs in these settings, reading adeptness still elude far too many students from the elementary grades through high school. Members in a collaborative endeavor to address reading weaknesses at the elementary level see the benefit of their efforts. This study details a unique reading methods course, which included parents, preservice teachers and their professor, inservice teachers, a local library, and students from several Title 1 schools who struggled with reading.
||Struggling Reader, Parental Involvement, Teacher Education, Community Partners
International Journal of Pedagogy and Curriculum, Volume 19, Issue 2, pp.163-175.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 378.816KB).
Associate Professor, Education, Elon University, Elon, NC, USA
Dr. Jean Rattigan-Rohr is an author, a playwright and an assistant professor in the School of Education at Elon University in Elon, North Carolina. She has conducted research on teacher vision, pre-service teachers’ perception of parental involvement, and teaching struggling readers. She is published in several educational peer reviewed journals and presents regularly at national and international conferences. She continues to work nationally and internationally with in-service and pre-service teachers to address student achievement and teaching struggling readers. Her play, Valued Voices, which examines the complexities of school and schooling for many minority students, debuted in April in 2009 at Elon University and was performed at the 2011 National Black Theater Festival in Winston Salem, NC, USA.