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ERIC Number: EJ1023461
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-0034-0510
"When Do We Get to Read?" Reading Instruction and Literacy Coaching in a "Failed" Urban Elementary School
Pomerantz, Francesca; Pierce, Michelle
Reading Improvement, v50 n3 p101-117 Fall 2013
From 2005-2009, the state determined that the Williams School had made no progress in raising its poor performance on the state English language arts test. In the fall of 2009, the state awarded literacy partnership grants to provide professional development to low-performing schools, and the Williams School partnered with our institution of higher education to 1) conduct a needs assessment to determine what teachers were doing in regard to reading comprehension instruction, 2) provide professional development to teachers in the form of literacy coaching, and 3) research the effectiveness of the professional development in changing teachers' instructional practices. The investigation sought to determine how professional development based on knowledge building, co-teaching, and coaching influences teachers' application of explicit comprehension instruction. Overall, results showed improvements in teachers' ability to engage in effective comprehension instruction. However, the qualitative evidence gathered as part of the investigation points to various challenges teachers faced in implementing specific aspects of comprehension instruction and the lack of opportunities students had for reading, some of which appear to be related to contextual factors in the school setting. The results highlight obstacles coaches, teachers, and students face in a low-performing, urban district and suggest possible directions for the future.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A