Project IMPACT seeks to address the needs of literacy across disciplines by implementing literacy training within content literacy courses. Scaffolded training of teacher candidates in literacy courses creates opportunity for reflective thinking around literacy instruction. Scaffolding instruction has resulted in development of teachers’ abilities to identify teaching problems, examine these problems from different perspectives, and commit to teaching actions (Risko, Vukelich, & Roskos, 2009). In particular, we will prepare teacher candidates with the skills necessary to meet the needs of struggling readers. 

Research Team

  • Danielle Bender
  • Cynthia Bertelsen
  • Kristi Borcherdt
  • Matthew Clark
  • Kimberly Christensen
  • Stacey Dudley
  • Andrea Hoerig
  • Joanna Weaver

Publications & Presentations

  • Motivate, Engage, and Apply: Reading Motivation. Ohio Deans Compact 8th Annual Statewide Conference. Weaver, J., Clark, M., Bertelsen, C., Christensen, K., Dudley, S., Borcherdt, K., and Hoerig, A.

Risko, V., Vukelich, C., & Roskos, K. (2009). Detailing reflection instruction: The efficacy of a guided instructional procedure on prospective teachers’ pedagogical reasoning. Action in Teacher Education, 31(2), 47–60.

Updated: 07/24/2023 10:59AM