ERIC Number: EJ1129819
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
A Data-Driven Coaching Model Used to Promote Students' Response to Early Reading Intervention
Glover, Todd A.
Theory Into Practice, v56 n1 p13-20 2017
Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn, 2009; Glover & Vaughn, 2010; Parisi, Ihlo, & Glover, 2014). Professional development in early reading has often been provided within the context of a multitiered prevention model wherein students' performance relative to predefined benchmarks is identified through systematic screening; data are used to guide decisions about the appropriateness of evidence-based instruction and Tier 2 (targeted, group-based) and Tier 3 (intensive, individualized) intervention; and intervention planning is adjusted based on students' progress (e.g., Glover & Vaughn, 2007). Within this context, professional development supports teachers in using data to guide classroom practices to optimize students' response to early reading interventions (early reading RTI).
Descriptors: Coaching (Performance), Models, Data, Response to Intervention, Early Intervention, Faculty Development, Reading Instruction, Educational Environment, Modeling (Psychology), Feedback (Response), Evidence, Educational Research
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A