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.

中文翻译：

---

通过基于实践的电子邮件反馈进行专业发展，以支持教师主导的包容性小组扫盲教学

本研究调查了当面专业发展（PD）和持续通过电子邮件发送的基于实践的反馈（EPF）对教师正确实施多组件共享阅读干预的影响，该干预针对普通教育（GE）中具有广泛支持需求（ESN）的学生跨技能设计的三个多重基线内的指导。共享阅读干预中的技能包括（a）学生参与、强化和重定向，（b）有计划的提问以及等待时间和纠错，以及（c）即时数据收集。为所有三名教师建立了 EPF 包的 PD 与教师正确实施多成分共享阅读干预之间的函数关系。老师们表示这次经历是积极的，并且对小组共享阅读干预感到很舒服。没有对学生的理解力产生负面影响。研究结果表明，普通教育者和特殊教育者可以使用修改后的年级书籍嵌入个性化共享阅读，并在 GE 教学中忠实地收集 ESN 学生的读写技能数据。这成功地对具有 ESN 的学生的个性化教育目标实施了专门指导和数据收集，这提供了更多证据，表明 GE 环境是个性化服务提供和进度监控的有效场所。分享了对研究和实践的进一步影响。