Pub Date : 2020-01-01Epub Date: 2019-12-07DOI: 10.1007/s10096-019-03708-7
Jane Freeman, Jonathan Vernon, Sally Pilling, Kirsti Morris, Scott Nicolson, Sharie Shearman, Emma Clark, Jose Alejandro Palacios-Fabrega, Mark Wilcox
Clostridium difficile infection (CDI) has been primarily treated with metronidazole or vancomycin. High recurrence rates, the emergence of epidemic PCR ribotypes (RTs) and the introduction of fidaxomicin in Europe in 2011 necessitate surveillance of antimicrobial resistance and CDI epidemiology. The ClosER study monitored antimicrobial susceptibility and geographical distribution of C. difficile RTs pre- and post-fidaxomicin introduction. From 2011 to 2016, 28 European countries submitted isolates or faecal samples for determination of PCR ribotype, toxin status and minimal inhibitory concentrations (MICs) of metronidazole, vancomycin, rifampicin, fidaxomicin, moxifloxacin, clindamycin, imipenem, chloramphenicol and tigecycline. RT diversity scores for each country were calculated and mean MIC results used to generate cumulative resistant scores (CRSs) for each isolate and country. From 40 sites, 3499 isolates were analysed, of which 95% (3338/3499) were toxin positive. The most common of the 264 RTs isolated was RT027 (mean prevalence 11.4%); however, RT prevalence varied greatly between countries and between years. The fidaxomicin geometric mean MIC for years 1-5 was 0.04 mg/L; only one fidaxomicin-resistant isolate (RT344) was submitted (MIC ≥ 4 mg/L). Metronidazole and vancomycin geometric mean MICs were 0.46 mg/L and 0.70 mg/L, respectively. Of prevalent RTs, RT027, RT017 and RT012 demonstrated resistance or reduced susceptibility to multiple antimicrobials. RT diversity was inversely correlated with mean CRS for individual countries (Pearson coefficient r = - 0.57). Overall, C. difficile RT prevalence remained stable in 2011-2016. Fidaxomicin susceptibility, including in RT027, was maintained post-introduction. Reduced ribotype diversity in individual countries was associated with increased antimicrobial resistance.
{"title":"Five-year Pan-European, longitudinal surveillance of Clostridium difficile ribotype prevalence and antimicrobial resistance: the extended ClosER study.","authors":"Jane Freeman, Jonathan Vernon, Sally Pilling, Kirsti Morris, Scott Nicolson, Sharie Shearman, Emma Clark, Jose Alejandro Palacios-Fabrega, Mark Wilcox","doi":"10.1007/s10096-019-03708-7","DOIUrl":"10.1007/s10096-019-03708-7","url":null,"abstract":"<p><p>Clostridium difficile infection (CDI) has been primarily treated with metronidazole or vancomycin. High recurrence rates, the emergence of epidemic PCR ribotypes (RTs) and the introduction of fidaxomicin in Europe in 2011 necessitate surveillance of antimicrobial resistance and CDI epidemiology. The ClosER study monitored antimicrobial susceptibility and geographical distribution of C. difficile RTs pre- and post-fidaxomicin introduction. From 2011 to 2016, 28 European countries submitted isolates or faecal samples for determination of PCR ribotype, toxin status and minimal inhibitory concentrations (MICs) of metronidazole, vancomycin, rifampicin, fidaxomicin, moxifloxacin, clindamycin, imipenem, chloramphenicol and tigecycline. RT diversity scores for each country were calculated and mean MIC results used to generate cumulative resistant scores (CRSs) for each isolate and country. From 40 sites, 3499 isolates were analysed, of which 95% (3338/3499) were toxin positive. The most common of the 264 RTs isolated was RT027 (mean prevalence 11.4%); however, RT prevalence varied greatly between countries and between years. The fidaxomicin geometric mean MIC for years 1-5 was 0.04 mg/L; only one fidaxomicin-resistant isolate (RT344) was submitted (MIC ≥ 4 mg/L). Metronidazole and vancomycin geometric mean MICs were 0.46 mg/L and 0.70 mg/L, respectively. Of prevalent RTs, RT027, RT017 and RT012 demonstrated resistance or reduced susceptibility to multiple antimicrobials. RT diversity was inversely correlated with mean CRS for individual countries (Pearson coefficient r = - 0.57). Overall, C. difficile RT prevalence remained stable in 2011-2016. Fidaxomicin susceptibility, including in RT027, was maintained post-introduction. Reduced ribotype diversity in individual countries was associated with increased antimicrobial resistance.</p>","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"32 1","pages":"169-177"},"PeriodicalIF":3.7,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6962284/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82078360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-06-01DOI: 10.1080/19388070709558473
L. Hall
Abstract This year long case study examined: (a) how a seventh‐grade struggling reader transacted with the reading task demands of her mathematics classroom and (b) how her teacher responded to her in regards to these reading task demands. The results suggest that struggling readers may engage in behaviors that are designed to help others construct specific beliefs about them as readers or students. Teachers may not be aware of the beliefs struggling readers are trying to promote about themselves. While content area teachers may draw on a number of strategies to help improve their students’ reading abilities, the results of this study suggest that such instruction, no mater how effective it is, may not be enough.
{"title":"Bringing television back to the bedroom: Transactions between a seventh grade struggling reader and her mathematics teacher","authors":"L. Hall","doi":"10.1080/19388070709558473","DOIUrl":"https://doi.org/10.1080/19388070709558473","url":null,"abstract":"Abstract This year long case study examined: (a) how a seventh‐grade struggling reader transacted with the reading task demands of her mathematics classroom and (b) how her teacher responded to her in regards to these reading task demands. The results suggest that struggling readers may engage in behaviors that are designed to help others construct specific beliefs about them as readers or students. Teachers may not be aware of the beliefs struggling readers are trying to promote about themselves. While content area teachers may draw on a number of strategies to help improve their students’ reading abilities, the results of this study suggest that such instruction, no mater how effective it is, may not be enough.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"287 - 314"},"PeriodicalIF":0.0,"publicationDate":"2007-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-06-01DOI: 10.1080/19388070709558474
Keonya C. Booker, M. Invernizzi, Montana K. McCormick
Abstract This study uses a qualitative methodology to explore the instructional reading practices of high achieving/low‐income elementary schools. Extensive interviews and observations were conducted to examine the nature of literacy gains on a statewide reading assessment from fall to spring. Detailed cases studies of four exceptional schools are presented along with a discussion of implications for the field of reading instruction.
{"title":"“Kiss your brain”: A closer look at flourishing literacy gains in impoverished elementary schools","authors":"Keonya C. Booker, M. Invernizzi, Montana K. McCormick","doi":"10.1080/19388070709558474","DOIUrl":"https://doi.org/10.1080/19388070709558474","url":null,"abstract":"Abstract This study uses a qualitative methodology to explore the instructional reading practices of high achieving/low‐income elementary schools. Extensive interviews and observations were conducted to examine the nature of literacy gains on a statewide reading assessment from fall to spring. Detailed cases studies of four exceptional schools are presented along with a discussion of implications for the field of reading instruction.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"315 - 339"},"PeriodicalIF":0.0,"publicationDate":"2007-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-06-01DOI: 10.1080/19388070709558476
Lois A. Groth, Kristy L. Dunlap, Julie K. Kidd
With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001). Although some teacher educators are preparing teachers who have the knowledge and skills to integrate technology into their classrooms, research indicates that graduates are not adequately prepared to teach with technology (JohnsonGentile, Lonberger, Parana, & West, 2000; Strudler, Wetzel, Moursud, & Biefeldt, 1999). A study completed by the National Center for Education Statistics (2000) found that only one-third of the licensed classroom teachers who have computers or Internet access in their classrooms believed they were well prepared to use technology for instructional purposes. Ninetythree percent of those who felt well prepared attributed their confidence to independent learning. Lewis and Finders (2002) found that many new teachers, even those for whom the use of digital technologies was personally comfortable, found it difficult to assimilate classroom use of these tools into their conception of their role as teachers.
{"title":"Becoming technologically literate through technology integration in PK‐12 preservice literacy courses: Three case studies","authors":"Lois A. Groth, Kristy L. Dunlap, Julie K. Kidd","doi":"10.1080/19388070709558476","DOIUrl":"https://doi.org/10.1080/19388070709558476","url":null,"abstract":"With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001). Although some teacher educators are preparing teachers who have the knowledge and skills to integrate technology into their classrooms, research indicates that graduates are not adequately prepared to teach with technology (JohnsonGentile, Lonberger, Parana, & West, 2000; Strudler, Wetzel, Moursud, & Biefeldt, 1999). A study completed by the National Center for Education Statistics (2000) found that only one-third of the licensed classroom teachers who have computers or Internet access in their classrooms believed they were well prepared to use technology for instructional purposes. Ninetythree percent of those who felt well prepared attributed their confidence to independent learning. Lewis and Finders (2002) found that many new teachers, even those for whom the use of digital technologies was personally comfortable, found it difficult to assimilate classroom use of these tools into their conception of their role as teachers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"363 - 386"},"PeriodicalIF":0.0,"publicationDate":"2007-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558476","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-06-01DOI: 10.1080/19388070709558475
M. Ghiso, Caroline E. McGuire
Abstract Picturebook readalouds have been promoted as a rich resource for strengthening literacy development in young children and discussions of picturebooks have become a common ‐ if threatened — practice in the primary grades. One subset of the diverse body of children's literature teachers can draw from is picturebooks with sparse verbal text. Such picturebooks may place additional demands on both teacher and student during whole class readalouds, who in their responses must attend even more closely to the print that is there as well as to the illustrations and other visual features of the books. The present study explores the particular “affordances” (Gibson, 1950) of such texts and how one teacher maximizes these potentials as she orchestrates three readaloud experiences in an urban kindergarten classroom.
{"title":"“I talk them through it”: Teacher mediation of picturebooks with sparse verbal text during whole‐class readalouds","authors":"M. Ghiso, Caroline E. McGuire","doi":"10.1080/19388070709558475","DOIUrl":"https://doi.org/10.1080/19388070709558475","url":null,"abstract":"Abstract Picturebook readalouds have been promoted as a rich resource for strengthening literacy development in young children and discussions of picturebooks have become a common ‐ if threatened — practice in the primary grades. One subset of the diverse body of children's literature teachers can draw from is picturebooks with sparse verbal text. Such picturebooks may place additional demands on both teacher and student during whole class readalouds, who in their responses must attend even more closely to the print that is there as well as to the illustrations and other visual features of the books. The present study explores the particular “affordances” (Gibson, 1950) of such texts and how one teacher maximizes these potentials as she orchestrates three readaloud experiences in an urban kindergarten classroom.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"341 - 361"},"PeriodicalIF":0.0,"publicationDate":"2007-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-03-01DOI: 10.1080/19388070709558470
N. Anderson
Abstract Writing and publishing a textbook for the first time is an arduous process. Potential authors are provided information on things they should, and should not, do to insure a more successful experience in writing their first textbook. Authors are provided information on decisions to be made and actions to be taken at the various stages of prewriting, developing a prospectus, selling the idea to a publisher, revising a prospectus, negotiating a contract, writing the first draft, revising the manuscript, final stages of production, promoting the book, and post‐publication efforts.
{"title":"Writing your first textbook","authors":"N. Anderson","doi":"10.1080/19388070709558470","DOIUrl":"https://doi.org/10.1080/19388070709558470","url":null,"abstract":"Abstract Writing and publishing a textbook for the first time is an arduous process. Potential authors are provided information on things they should, and should not, do to insure a more successful experience in writing their first textbook. Authors are provided information on decisions to be made and actions to be taken at the various stages of prewriting, developing a prospectus, selling the idea to a publisher, revising a prospectus, negotiating a contract, writing the first draft, revising the manuscript, final stages of production, promoting the book, and post‐publication efforts.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"255 - 265"},"PeriodicalIF":0.0,"publicationDate":"2007-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-03-01DOI: 10.1080/19388070709558468
Barbara Moss, Suzanne Bordelon
Abstract This study investigated the instructional practices of three high school teachers perceived as successful in implementing a new rhetoric and writing course in an ethnically diverse high school district in the Southwest United States. Using qualitative research methods over a three‐month period, researchers examined teacher practices related to the yearlong course, teachers’ perceptions of the successes and challenges in applying the curriculum, and the impact of the curriculum on teachers and students. Through an analysis of field notes, structured interviews, a pilot survey, and course‐related documents, researchers found that the class provided important bridging opportunities aimed at preparing students for college‐level reading and writing. The curriculum also emphasized direct, explicit instruction, which several scholars contend benefits linguistically and culturally diverse students. In addition, course creators offered weekly staff‐development sessions that supported teachers in implementing the new curriculum. Areas of challenge that emerged included the course pacing, reading selections, and the focus on writing and revising.
{"title":"Preparing students for college‐level reading and writing: Implementing a rhetoric and writing class in the senior year","authors":"Barbara Moss, Suzanne Bordelon","doi":"10.1080/19388070709558468","DOIUrl":"https://doi.org/10.1080/19388070709558468","url":null,"abstract":"Abstract This study investigated the instructional practices of three high school teachers perceived as successful in implementing a new rhetoric and writing course in an ethnically diverse high school district in the Southwest United States. Using qualitative research methods over a three‐month period, researchers examined teacher practices related to the yearlong course, teachers’ perceptions of the successes and challenges in applying the curriculum, and the impact of the curriculum on teachers and students. Through an analysis of field notes, structured interviews, a pilot survey, and course‐related documents, researchers found that the class provided important bridging opportunities aimed at preparing students for college‐level reading and writing. The curriculum also emphasized direct, explicit instruction, which several scholars contend benefits linguistically and culturally diverse students. In addition, course creators offered weekly staff‐development sessions that supported teachers in implementing the new curriculum. Areas of challenge that emerged included the course pacing, reading selections, and the focus on writing and revising.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"197 - 221"},"PeriodicalIF":0.0,"publicationDate":"2007-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-03-01DOI: 10.1080/19388070709558469
D. Shaw, M. Dvorak, K. Bates
Abstract The purpose of this study was to identify the literacy knowledge, beliefs and self‐efficacy of 52 undergraduate elementary pre‐service teachers prior to and at the conclusion of a reading methods course. The teacher candidates completed the Theoretical Orientation to Reading Profile (TORP, DeFord, 1985), the Teacher Self Efficacy Literacy Scale (TSELS, Johnson & Tschannen‐Moran, 2003) and an instructor‐made questionnaire. Quantitative results indicated the change of beliefs (TORP) and self‐efficacy (TSELS) were significant. Qualitative results indicated the novice teachers’ knowledge aligned with their beliefs. This study is important because our findings contradict the belief that teacher education has not generally been viewed as powerful enough to affect pre‐service teachers’ beliefs and views. Our findings show the teacher education program can be effective in changing student views. Implications for this study are addressed.
摘要本研究旨在了解52名本科小学职前教师在阅读方法课程前和课程结束时的读写知识、信念和自我效能感。教师候选人完成了阅读理论取向量表(TORP, DeFord, 1985)、教师自我效能素养量表(TSELS, Johnson & Tschannen - Moran, 2003)和教师问卷调查。定量结果显示信念改变(TORP)和自我效能感(TSELS)显著。定性结果表明，新教师的知识与信念一致。这项研究很重要，因为我们的发现与教师教育通常被认为不足以影响职前教师的信仰和观点的观点相矛盾。我们的研究结果表明，教师教育计划可以有效地改变学生的观点。讨论了本研究的意义。
{"title":"Promise and Possibility ‐ Hope for Teacher Education: Pre‐service Literacy Instruction Can Have an Impact","authors":"D. Shaw, M. Dvorak, K. Bates","doi":"10.1080/19388070709558469","DOIUrl":"https://doi.org/10.1080/19388070709558469","url":null,"abstract":"Abstract The purpose of this study was to identify the literacy knowledge, beliefs and self‐efficacy of 52 undergraduate elementary pre‐service teachers prior to and at the conclusion of a reading methods course. The teacher candidates completed the Theoretical Orientation to Reading Profile (TORP, DeFord, 1985), the Teacher Self Efficacy Literacy Scale (TSELS, Johnson & Tschannen‐Moran, 2003) and an instructor‐made questionnaire. Quantitative results indicated the change of beliefs (TORP) and self‐efficacy (TSELS) were significant. Qualitative results indicated the novice teachers’ knowledge aligned with their beliefs. This study is important because our findings contradict the belief that teacher education has not generally been viewed as powerful enough to affect pre‐service teachers’ beliefs and views. Our findings show the teacher education program can be effective in changing student views. Implications for this study are addressed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"223 - 254"},"PeriodicalIF":0.0,"publicationDate":"2007-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-03-01DOI: 10.1080/19388070709558471
S. Reading, Dana Van Deuren
Abstract Literacy skills of 1st grade children were assessed; one group received instruction in phonemic awareness in kindergarten, while one group did not. Both groups received phonemic awareness instruction during 1st grade. At the beginning of 1st grade, the group with early phonemic awareness training scored higher on phoneme segmentation and had fewer children identified for reading difficulties. By middle of 1st grade, literacy skills of children without the early training were comparable to skills of children with such training in kindergarten. Results suggest that learning phonemic awareness skills during 1st grade supports grade level reading, learning phonemic awareness skills can occur within a short time period, and learning these skills beyond a sufficient level does not necessarily result in improved oral reading fluency.
{"title":"Phonemic awareness: When and how much to teach?","authors":"S. Reading, Dana Van Deuren","doi":"10.1080/19388070709558471","DOIUrl":"https://doi.org/10.1080/19388070709558471","url":null,"abstract":"Abstract Literacy skills of 1st grade children were assessed; one group received instruction in phonemic awareness in kindergarten, while one group did not. Both groups received phonemic awareness instruction during 1st grade. At the beginning of 1st grade, the group with early phonemic awareness training scored higher on phoneme segmentation and had fewer children identified for reading difficulties. By middle of 1st grade, literacy skills of children without the early training were comparable to skills of children with such training in kindergarten. Results suggest that learning phonemic awareness skills during 1st grade supports grade level reading, learning phonemic awareness skills can occur within a short time period, and learning these skills beyond a sufficient level does not necessarily result in improved oral reading fluency.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"267 - 285"},"PeriodicalIF":0.0,"publicationDate":"2007-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2006-12-01DOI: 10.1080/19388070709558463
Latisha Hayes, Valerie J. Robnolt
Abstract The purpose of this article is to describe the professional development plan for an elementary school receiving federal funding through the Reading Excellence Act (REA). The Reading Excellence Act provided the school with a two‐year plan for literacy improvement. During the first year of the grant, assessment‐driven instruction and flexible grouping for instruction were the focus of professional development. This article focuses on the professional development of the second year of the grant during which school‐based data provided the REA grant coordinator with instructional needs of the staff, and disaggregated data provided specific needs for each grade level. Based upon the analysis of student achievement data, professional development for kindergarten and first grade teachers focused on training in word study to improve phonics and spelling achievement. Professional development for second through fourth grade teachers focused on fluency instruction and comprehension instruction, including narrative and expository text structure.
{"title":"Data‐driven professional development: The professional development plan for a reading excellence act school","authors":"Latisha Hayes, Valerie J. Robnolt","doi":"10.1080/19388070709558463","DOIUrl":"https://doi.org/10.1080/19388070709558463","url":null,"abstract":"Abstract The purpose of this article is to describe the professional development plan for an elementary school receiving federal funding through the Reading Excellence Act (REA). The Reading Excellence Act provided the school with a two‐year plan for literacy improvement. During the first year of the grant, assessment‐driven instruction and flexible grouping for instruction were the focus of professional development. This article focuses on the professional development of the second year of the grant during which school‐based data provided the REA grant coordinator with instructional needs of the staff, and disaggregated data provided specific needs for each grade level. Based upon the analysis of student achievement data, professional development for kindergarten and first grade teachers focused on training in word study to improve phonics and spelling achievement. Professional development for second through fourth grade teachers focused on fluency instruction and comprehension instruction, including narrative and expository text structure.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"119 - 95"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558463","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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