Pub Date : 2006-12-01DOI: 10.1080/19388070709558464
Heather K. Sheridan‐Thomas
Abstract Over the past decade, numerous literacy researchers have investigated the multiple literacies of adolescents. Connecting with adolescents' multiple literacies, including digital texts and high interest print‐based texts, holds promise as a way to build bridges to subject area content and academic literacies. Although pre‐service content area teachers are required to take a content area literacy course in most US states, little has been written about whether those courses include a focus on multiple literacies or what pre‐service teachers understand after learning about multiple literacies. In this study, the author analyzes student work from three semesters of a content area literacy course to find out what the students learned about multiple literacies and how they applied the concept of multiple literacies to developing content area lessons.
{"title":"Making sense of multiple literacies: Exploring pre‐service content area teachers' understandings and applications","authors":"Heather K. Sheridan‐Thomas","doi":"10.1080/19388070709558464","DOIUrl":"https://doi.org/10.1080/19388070709558464","url":null,"abstract":"Abstract Over the past decade, numerous literacy researchers have investigated the multiple literacies of adolescents. Connecting with adolescents' multiple literacies, including digital texts and high interest print‐based texts, holds promise as a way to build bridges to subject area content and academic literacies. Although pre‐service content area teachers are required to take a content area literacy course in most US states, little has been written about whether those courses include a focus on multiple literacies or what pre‐service teachers understand after learning about multiple literacies. In this study, the author analyzes student work from three semesters of a content area literacy course to find out what the students learned about multiple literacies and how they applied the concept of multiple literacies to developing content area lessons.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"121 - 150"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558464","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996145","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: 10.1080/19388070709558466
Linda L. Kucan, Woodrow R. Trathen, William J. Straits, Donna Hash, D. Link, L. Miller, Lucas Pasley
Abstract During a yearlong collaborative effort to enhance vocabulary instruction in secondary classrooms, high school teachers and university faculty developed and implemented a variety of approaches to support students in building rich representations of word meanings as well as an understanding of word features such as roots, affixes, and parts of speech. This article describes those approaches and provides specific examples.
{"title":"A professional development initiative for developing approaches to vocabulary instruction with secondary mathematics, art, science, and english teachers","authors":"Linda L. Kucan, Woodrow R. Trathen, William J. Straits, Donna Hash, D. Link, L. Miller, Lucas Pasley","doi":"10.1080/19388070709558466","DOIUrl":"https://doi.org/10.1080/19388070709558466","url":null,"abstract":"Abstract During a yearlong collaborative effort to enhance vocabulary instruction in secondary classrooms, high school teachers and university faculty developed and implemented a variety of approaches to support students in building rich representations of word meanings as well as an understanding of word features such as roots, affixes, and parts of speech. This article describes those approaches and provides specific examples.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"175 - 195"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996195","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: 10.1080/19388070709558465
Susan K. L’Allier, Laurie Elish-piper, Edyth E. Young
Abstract A great deal has been written in the professional literature about the importance of dispositions for beginning teachers with initial certification; however, little attention has been paid to the dispositions necessary for advanced certification candidates. What dispositions are expected of advanced certification candidates? How can these dispositions be explicitly defined, observed, and evaluated? What can be done to encourage the development of these dispositions as candidates progress through the program? This article describes the journey that one program for advanced reading certification candidates took to address these questions. The process and disposition evaluation rubrics described in this article will be helpful to faculty from other advanced reading certification programs as they strive to define, evaluate, and nurture the dispositions needed by their candidates.
{"title":"Evaluating candidate dispositions in advanced reading certification programs: The road ahead is here","authors":"Susan K. L’Allier, Laurie Elish-piper, Edyth E. Young","doi":"10.1080/19388070709558465","DOIUrl":"https://doi.org/10.1080/19388070709558465","url":null,"abstract":"Abstract A great deal has been written in the professional literature about the importance of dispositions for beginning teachers with initial certification; however, little attention has been paid to the dispositions necessary for advanced certification candidates. What dispositions are expected of advanced certification candidates? How can these dispositions be explicitly defined, observed, and evaluated? What can be done to encourage the development of these dispositions as candidates progress through the program? This article describes the journey that one program for advanced reading certification candidates took to address these questions. The process and disposition evaluation rubrics described in this article will be helpful to faculty from other advanced reading certification programs as they strive to define, evaluate, and nurture the dispositions needed by their candidates.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"151 - 174"},"PeriodicalIF":0.0,"publicationDate":"2006-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070709558465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59996158","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 : 2006-09-01DOI: 10.1080/19388070609558461
Kouider Mokhtari, Brian Thompson
Abstract In this study, we assessed and analyzed 5th grade students’ levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source of reading fluency and comprehension difficulty for these readers. We found that the students’ levels of syntactic awareness were significantly related to their reading fluency (r= .625) and reading comprehension performance (r= .816). These relationships indicate that lower levels of syntactic awareness correspond to poor reading fluency and poor comprehension among these readers. These findings have important implications for research and instruction addressing the relative contributions of broader language skills to the development of reading fluency and comprehension among struggling readers.
{"title":"How problems of reading fluency and comprehension are related to difficulties in syntactic awareness skills among fifth graders","authors":"Kouider Mokhtari, Brian Thompson","doi":"10.1080/19388070609558461","DOIUrl":"https://doi.org/10.1080/19388070609558461","url":null,"abstract":"Abstract In this study, we assessed and analyzed 5th grade students’ levels of syntactic awareness in relation to their reading fluency and comprehension. The aim was to examine the role of syntactic awareness (children's awareness of the syntactic structure of sentences and their ability to reflect on and manipulate that structure) as a potential source of reading fluency and comprehension difficulty for these readers. We found that the students’ levels of syntactic awareness were significantly related to their reading fluency (r= .625) and reading comprehension performance (r= .816). These relationships indicate that lower levels of syntactic awareness correspond to poor reading fluency and poor comprehension among these readers. These findings have important implications for research and instruction addressing the relative contributions of broader language skills to the development of reading fluency and comprehension among struggling readers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"73 - 94"},"PeriodicalIF":0.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558461","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995682","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 : 2006-09-01DOI: 10.1080/19388070609558459
P. Neufeld, Steven J. Amendum, J. Fitzgerald, Karren M. Guthrie
Abstract Two main questions were addressed in this study: (1) How does first‐grade Latino English‐language learners’ growth in English instructional reading level and selected word‐level reading subprocesses (ability to read words in isolation, phonemic awareness, and phonics) compare to their monolingual native‐English‐speaking peers’ growth?; and (2) Does first‐grade Latino English‐language learners’ English reading growth (instructional reading level and selected word‐level reading subprocesses) vary according to their oral English language abilities? Participants were 47 students in two first‐grade classrooms—28 were Latino English‐language learners, and 19 were monolingual native‐English speakers. At each of two points in time—mid‐year and end‐of‐year—three reading measures were administered to all participants and an additional four oral‐English measures were administered to the Latino participants. To address the first research question, repeated measures analyses of variance were performed, first using Instructional Reading Level as the dependent variable, then with follow‐up analyses to examine growth in word‐level sub‐processes of reading. The second research question was addressed using repeated measures analyses of covariance. Main findings were that language status (Latino English learners versus monolingual native‐English speakers) was not related to Instructional Reading growth or growth in word‐level subprocesses of reading, and Overall English Oral Ability was not related to Instructional Reading Level growth, but was related to word‐level reading sub‐processes.
{"title":"First‐grade latino students' english‐reading growth in all‐english classrooms","authors":"P. Neufeld, Steven J. Amendum, J. Fitzgerald, Karren M. Guthrie","doi":"10.1080/19388070609558459","DOIUrl":"https://doi.org/10.1080/19388070609558459","url":null,"abstract":"Abstract Two main questions were addressed in this study: (1) How does first‐grade Latino English‐language learners’ growth in English instructional reading level and selected word‐level reading subprocesses (ability to read words in isolation, phonemic awareness, and phonics) compare to their monolingual native‐English‐speaking peers’ growth?; and (2) Does first‐grade Latino English‐language learners’ English reading growth (instructional reading level and selected word‐level reading subprocesses) vary according to their oral English language abilities? Participants were 47 students in two first‐grade classrooms—28 were Latino English‐language learners, and 19 were monolingual native‐English speakers. At each of two points in time—mid‐year and end‐of‐year—three reading measures were administered to all participants and an additional four oral‐English measures were administered to the Latino participants. To address the first research question, repeated measures analyses of variance were performed, first using Instructional Reading Level as the dependent variable, then with follow‐up analyses to examine growth in word‐level sub‐processes of reading. The second research question was addressed using repeated measures analyses of covariance. Main findings were that language status (Latino English learners versus monolingual native‐English speakers) was not related to Instructional Reading growth or growth in word‐level subprocesses of reading, and Overall English Oral Ability was not related to Instructional Reading Level growth, but was related to word‐level reading sub‐processes.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"23 - 52"},"PeriodicalIF":0.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995918","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 : 2006-09-01DOI: 10.1080/19388070609558460
A. Broemmel
Abstract Elementary teachers have long been absent from the debates surrounding teacher education reform. This research aimed to provide an avenue for teachers to share their insights and beliefs about teacher education. A two‐tiered selection produced a sample of over two‐hundred elementary teachers for this study. They were asked to compare their own reading teacher education to that of the student teachers with whom they worked. Most indicated that reading teacher education had changed little since they received their undergraduate degrees, but regardless of their overall evaluation, two items emerged as the basis of that decision: coursework and field experiences.
{"title":"No teacher left behind: Valuing teacher voice in elementary reading teacher education reform","authors":"A. Broemmel","doi":"10.1080/19388070609558460","DOIUrl":"https://doi.org/10.1080/19388070609558460","url":null,"abstract":"Abstract Elementary teachers have long been absent from the debates surrounding teacher education reform. This research aimed to provide an avenue for teachers to share their insights and beliefs about teacher education. A two‐tiered selection produced a sample of over two‐hundred elementary teachers for this study. They were asked to compare their own reading teacher education to that of the student teachers with whom they worked. Most indicated that reading teacher education had changed little since they received their undergraduate degrees, but regardless of their overall evaluation, two items emerged as the basis of that decision: coursework and field experiences.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"53 - 71"},"PeriodicalIF":0.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995559","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 : 2006-09-01DOI: 10.1080/19388070609558458
S. Walpole, Latisha Hayes, Valerie J. Robnolt
Abstract This is a study of the utility of Lexile scores for predicting adequate oral reading accuracy and oral reading rate in a tradebook. A Lexile score is a quantitative measure of readability that can be applied to texts and also a metric for describing reading achievement through the use of standardized reading comprehension measures. Participants included 47 second‐grade readers who took a group‐administered reading comprehension test, yielding individual Lexile scores. Trade book titles were randomly selected to correspond to their Lexile scores. After a controlled story introduction, each participant read a single text orally, and researchers calculated oral reading accuracy and rate. Results indicated that 93% of the participants read their Lexile‐identified trade book with oral reading accuracy > 90% but only 57% with reading rate >70 words per minute. Implications for using Lexile scores as part of a school‐level assessment plan are discussed.
{"title":"Matching second graders to text: The utility of a group‐administered comprehension measure","authors":"S. Walpole, Latisha Hayes, Valerie J. Robnolt","doi":"10.1080/19388070609558458","DOIUrl":"https://doi.org/10.1080/19388070609558458","url":null,"abstract":"Abstract This is a study of the utility of Lexile scores for predicting adequate oral reading accuracy and oral reading rate in a tradebook. A Lexile score is a quantitative measure of readability that can be applied to texts and also a metric for describing reading achievement through the use of standardized reading comprehension measures. Participants included 47 second‐grade readers who took a group‐administered reading comprehension test, yielding individual Lexile scores. Trade book titles were randomly selected to correspond to their Lexile scores. After a controlled story introduction, each participant read a single text orally, and researchers calculated oral reading accuracy and rate. Results indicated that 93% of the participants read their Lexile‐identified trade book with oral reading accuracy > 90% but only 57% with reading rate >70 words per minute. Implications for using Lexile scores as part of a school‐level assessment plan are discussed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"46 1","pages":"1 - 22"},"PeriodicalIF":0.0,"publicationDate":"2006-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995606","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 : 2006-06-01DOI: 10.1080/19388070609558454
Joyce E. Many, Jennifer M. Green, Faith H. Wallace, M. Graham, B. Dixey, S. Miller, Cecilia Myrick, Beth Pendergraft
Abstract Research on the impact of professional development and mentoring in the activities of K‐12 classroom teachers and their positive effects has been widely documented (Borko, Davinroy, Bliem, & Cumbo, 2000; Broaddus & Bloodgood, 1999; Lyons, 1991; Richardson, 1999). However, comparatively little is known about the effect of professional development and mentoring on the lives of teacher educators. This study examines the impact of professional networks that include mentoring activities in higher education. Since the late 1990's, teacher educators from institutions across a southeastern state have participated in a state‐funded reading consortium designed to improve the literacy performance of P‐12 students. In an effort to better understand the impact of this network, this qualitative inquiry explored the development of this consortium and the impact of involvement in this state‐wide reading consortium on literacy teacher educators. Primary data sources focused on indepth interviews with members involved in the reading consortium for two or more years. Secondary data sources included (a) interviews with informants from various state agencies who had worked directly with the consortium, (b) course syllabi, and (c) consortium minutes, accountability documents and publicity documents. Constant comparative analysis of the data and follow up member checks revealed the nature of the collaborative network which emerged within this consortium and the ways in which this collaboration intensified over time and impacted both state initiatives and teacher educators. Specific positive impacts were apparent with respect to teacher education and professional development and with regard to the reshaping of literacy teacher‐educators professional lives as educators and researchers. Finally, the findings underscore the importance of support, through collegial and mentoring relationships as well as through state funding on professional development of the research and teaching lives of literacy teacher educators.
{"title":"Understanding the impact of a state‐wide reading consortium on literacy teacher educators","authors":"Joyce E. Many, Jennifer M. Green, Faith H. Wallace, M. Graham, B. Dixey, S. Miller, Cecilia Myrick, Beth Pendergraft","doi":"10.1080/19388070609558454","DOIUrl":"https://doi.org/10.1080/19388070609558454","url":null,"abstract":"Abstract Research on the impact of professional development and mentoring in the activities of K‐12 classroom teachers and their positive effects has been widely documented (Borko, Davinroy, Bliem, & Cumbo, 2000; Broaddus & Bloodgood, 1999; Lyons, 1991; Richardson, 1999). However, comparatively little is known about the effect of professional development and mentoring on the lives of teacher educators. This study examines the impact of professional networks that include mentoring activities in higher education. Since the late 1990's, teacher educators from institutions across a southeastern state have participated in a state‐funded reading consortium designed to improve the literacy performance of P‐12 students. In an effort to better understand the impact of this network, this qualitative inquiry explored the development of this consortium and the impact of involvement in this state‐wide reading consortium on literacy teacher educators. Primary data sources focused on indepth interviews with members involved in the reading consortium for two or more years. Secondary data sources included (a) interviews with informants from various state agencies who had worked directly with the consortium, (b) course syllabi, and (c) consortium minutes, accountability documents and publicity documents. Constant comparative analysis of the data and follow up member checks revealed the nature of the collaborative network which emerged within this consortium and the ways in which this collaboration intensified over time and impacted both state initiatives and teacher educators. Specific positive impacts were apparent with respect to teacher education and professional development and with regard to the reshaping of literacy teacher‐educators professional lives as educators and researchers. Finally, the findings underscore the importance of support, through collegial and mentoring relationships as well as through state funding on professional development of the research and teaching lives of literacy teacher educators.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"319 - 352"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994760","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 : 2006-06-01DOI: 10.1080/19388070609558452
Rachel Karchmer-Klein, Victoria Layton
Abstract The purpose of this study was to examine teachers’ use of literature‐based collaborative Internet projects (CIP) in their elementary classrooms. These practices require two or more classrooms to read and analyze texts on specified topics and then share responses over the Internet. The participants, all female, represented 15 different U.S. states as well as Canada and Australia. Three types of data were collected and analyzed including electronic surveys, semi‐structured email interviews, and project websites. Results indicated that teachers’ pedagogical beliefs led to the introduction of CIP. Specifically, teachers reported the projects provided opportunities to foster learning by helping students (1) make connections between new content and their background knowledge, (2) actively participate in their own learning, and (3) recognize and appreciate differences among their peers. Teachers also reported CIP supported literacy curriculum standards. Finally, data indicated differences in how CIP were implemented across grade levels. In light of the study's results, four lessons are shared along with educational and research implications.
{"title":"Literature‐based collaborative internet projects in elementary classrooms","authors":"Rachel Karchmer-Klein, Victoria Layton","doi":"10.1080/19388070609558452","DOIUrl":"https://doi.org/10.1080/19388070609558452","url":null,"abstract":"Abstract The purpose of this study was to examine teachers’ use of literature‐based collaborative Internet projects (CIP) in their elementary classrooms. These practices require two or more classrooms to read and analyze texts on specified topics and then share responses over the Internet. The participants, all female, represented 15 different U.S. states as well as Canada and Australia. Three types of data were collected and analyzed including electronic surveys, semi‐structured email interviews, and project websites. Results indicated that teachers’ pedagogical beliefs led to the introduction of CIP. Specifically, teachers reported the projects provided opportunities to foster learning by helping students (1) make connections between new content and their background knowledge, (2) actively participate in their own learning, and (3) recognize and appreciate differences among their peers. Teachers also reported CIP supported literacy curriculum standards. Finally, data indicated differences in how CIP were implemented across grade levels. In light of the study's results, four lessons are shared along with educational and research implications.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"261 - 294"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994536","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 : 2006-06-01DOI: 10.1080/19388070609558453
Sharan A. Gibson
Abstract This study investigated the practice of an expert reading coach as she provided lesson observation and feedback to an experienced kindergarten teacher. Data sources for the study included three cycles of observation of coaching sessions and guided reading instruction, as well as interviews. The report describes (a) the coach's modeling of pedagogical reasoning for the teacher and the co‐constructed nature of the coaching session interaction, and (b) specific ways in which the coach expanded her understanding of learning to teach and learning to coach. The study concluded that the technical aspects of lesson observation and feedback require many areas of expertise, developed through time spent coaching, training and reflection, and the coach's maintenance of an expert stance within coaching relationships.
{"title":"Lesson observation and feedback: The practice of an expert reading coach","authors":"Sharan A. Gibson","doi":"10.1080/19388070609558453","DOIUrl":"https://doi.org/10.1080/19388070609558453","url":null,"abstract":"Abstract This study investigated the practice of an expert reading coach as she provided lesson observation and feedback to an experienced kindergarten teacher. Data sources for the study included three cycles of observation of coaching sessions and guided reading instruction, as well as interviews. The report describes (a) the coach's modeling of pedagogical reasoning for the teacher and the co‐constructed nature of the coaching session interaction, and (b) specific ways in which the coach expanded her understanding of learning to teach and learning to coach. The study concluded that the technical aspects of lesson observation and feedback require many areas of expertise, developed through time spent coaching, training and reflection, and the coach's maintenance of an expert stance within coaching relationships.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"295 - 318"},"PeriodicalIF":0.0,"publicationDate":"2006-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070609558453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994653","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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