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ERIC Number: ED256733
Record Type: RIE
Publication Date: 1985-Apr
Pages: 23
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Training Peer Teachers to Improve Comprehension Instruction.
Kurth, Ruth Justine
Following a year-long study, model procedures were developed for eight pairs of peer coaches and inservice elementary school teachers to modify reading instruction practices to improve reading comprehension. Specific teaching behaviors were chosen to determine whether coaches could encourage teacher clients to: (1) incorporate more direct teaching of comprehension during formal reading instruction; (2) maintain a more equitable balance between instructional time devoted to word recognition instruction and time devoted to comprehension instruction; (3) promote independent level reading during formal reading instruction; and (4) minimize the amount of instructional time used for non-instructional or transitional activities. A report is given of the implementation and results of the peer coaching model with four pairs of teachers, i.e., 4 coaches and 4 clients. A description is given of the methods used in training the teacher coaches, and the observations made during ensuing coaching sessions. An analysis of findings from the observations and student results indicates that it is possible to change teacher behavior by using peer coaches. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, March 31-April 4, 1984, Chicago, IL).