A teacher's coach,
Working with a research team at the University of North Carolina, Marnie led the development of the Targeted Reading Intervention, to combat the early reading gap. This research-based method combines early reading intervention with ongoing coaching of classroom teachers to accelerate young K-2 struggling readers.
Read more about this approach below:
Selected research references for early reading intervention developed by Marnie
- Ginsberg, M. C., Vernon-Feagans, L., & Amendum, S. J. (2010). Webcam coaching for professional learning. Academic Exchange Quarterly, 14(1).
- Ginsberg, M. C., Amendum, S., Mayer, K., Fedora, P. & Vernon-Feagans, L. (2006). Targeted reading intervention (TRI) professional development guide. Chapel Hill, The University of North Carolina, National Research Center for Rural Education Support.
- Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S. (in press). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. The Journal of Educational Psychology.
- Amendum, S. J., Vernon-Feagans, L., Ginsberg, M. C. (2011). The effectiveness of a technologically-facilitated classroom-based early reading intervention: The Targeted Reading Intervention. Elementary School Journal, 112, 107-131.
- Vernon-Feagans, L., Kainz, K., Amendum, S. J., Ginsberg, M. C., Wood, T., & Bock, A. (2012). The Targeted Reading Intervention (TRI): A coaching model to help classroom teachers with their struggling readers. Learning Disability Quarterly, 35(2), 102-114.
- Vernon-Feagans, Gallagher, K.C., Amendum, S. Ginsberg, M., Kainz, K., Rose, J., & Burchinal, M. (2010). A diagnostic teaching intervention for classroom teachers: Helping struggling readers in early elementary school. Learning Disabilities Research and Practice, 25(4), 183-193.
- Ginsberg, M. C., Ohle, K., Bean, M., Cutrer, E., & Diamond, J. (2012, November). Webcams as windows: Looking into coaches’ support of classroom teachers. Presentation at the yearly meeting of the Literacy Research Association, San Diego, CA.
- Ginsberg, M. C., Cavanaugh, C. L., Vernon-Feagans, L. (2011, January). Classroom teachers in rural, at-risk schools change struggling readers’ outcomes in 15 minutes a day: A discussion of fidelity in the Targeted Reading Intervention. Poster presented at the Pacific Coast Research Conference, Coronado, CA.
- Ginsberg, M. C. & Hedrick, A. (2010, April). A clinical approach to teaching and learning. Roundtable presentation at the American Educational Research Association, Denver, CO.
- Ginsberg, M. C. (2009, April). The Targeted Reading Intervention: An introduction. In K. C. Gallagher (Chair), Supporting young struggling readers using the Targeted Reading Intervention (TRI): Multiple perspectives on a longitudinal intervention. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.
- Ginsberg, M. C. (2008, May). Overview of the TRI. In M. C. Ginsberg (Chair), The Targeted Reading Intervention (TRI): Integrating professional development, distance learning, and diagnostically-driven strategies for K-2 struggling readers. Symposium conducted at the annual meeting of the International Reading Association, Atlanta, Georgia.