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Early reading intervention: a collaborative inquiry of school implementation
Abstract
Early reading development plays a vital role in the success of students along their learning journey. Primary teachers facilitate reading development through early reading intervention programs that meet the various needs of young readers. The purpose of this study was to interview what this group of teachers does well in early reading intervention and develop a plan to build upon these successes for future program development. Research data was collected through an appreciative inquiry focus group discussion. The concluding thematic analysis revealed that the participating teachers implemented early reading intervention through continuous professional development, collaborative planning opportunities, and the utilization of critical reflection in order to be responsive early reading educational practitioners.