The State of Reading Professionals in the United States

Dole, Janice A.; Liang, Lauren Aimonette; Watkins, Naomi M.; Wiggins, Christine Marie

doi:10.1598/rt.60.2.10

Cited by 19 publications

(11 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other studies on literacy coaching focus on the roles, responsibilities, and qualifications of coaches (e.g., Bean, Swan, & Knaub, 2003;Dole, 2004;Dole, Liang, Watkins, & Wiggins, 2006;Poglinco et al, 2003). Several frequently cited studies about literacy coaching have a main focus on the implementation of new programs or approaches rather than on the effects of literacy coaching itself (e.g., Killion, 2003;Lyons & Pinnell, 2001;Norton, 2001;Symonds, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Relationship Between Literacy Coaching and Student Reading Achievement in Grades K–1

Elish-Piper

L'Allier

2010

Literacy Research and Instruction

View full text Add to dashboard Cite

This study explored the relationship between literacy coaching and student reading achievement in grades K-1 in a school district that received a Reading First grant. The study analyzed how literacy coaches spent their time and explored the relationship between the amount and content of coaching and student reading achievement at the teacher level as well as the grade level. Data collection included weekly coaching logs that documented the coaches' activities and fall and spring test scores for students on the Illinois Snapshot of Early Literacy. Descriptive statistics, hierarchical linear modeling (HLM 6.04), and multiple linear regressions were used to analyze data. Findings indicated that coaches spent an average of 53% of their time with teachers and 47% completing other tasks. In addition, findings concluded that the amount of time literacy coaches spent observing in classrooms predicted student achievement gains.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Exploring the Relationship Between Literacy Coaching and Student Reading Achievement in Grades K–1

Elish-Piper

L'Allier

2010

Literacy Research and Instruction

View full text Add to dashboard Cite

show abstract

“…Recently, Dole, Liang, Watkins, and Wiggins (2006) conducted an informal survey to assess the state of reading professionals in the United States. Among their findings, one of the most urgent was the suggestion that "at present, we may not be adequately preparing reading professionals for their specific jobs" (p. 198).…”

Section: Implications For Preparing Literacy Coachesmentioning

confidence: 99%

Situated Identities: Power and Positioning in the Work of a Literacy Coach

Rainville

Jones

2008

The Reading Teacher

View full text Add to dashboard Cite

At 7:45 a.m. Kate (all names are pseudonyms) is already busy gathering materials to fill her cart that will serve as a mobile office today-her physical one will be used for make-up testing. Books, sticky notes, pens, and reflection sheets for grade-level meetings are first on her list. She shakes her head as she glances at the piles of running record assessments waiting to be collated, stapled, and distributed and the stacks of books waiting to be sorted, leveled, and placed on shelves. A teacher pops in and asks for the running records packet. Kate lets her know she will get one to her this afternoon. The teacher seems annoyed, and Kate asks about her child who was sick over the weekend. Smiling, the teacher tells Kate about her daughter's return to school and walks away. Kate glances at her watch, sighs, and moves faster. A few children's books are next into the cart, anticipating they may come up in a discussion. The last thing to go in the cart, and sometimes the most important, are the snacks she purchased for the teachers.

show abstract

“…Although coaching emerged in education as a general practice to improve teacher instruction and student learning, it has become increasingly content specific (Dole, Liang, Watkins, & Wiggins, ). One of the reasons for the proliferation of content‐specific coaching, such as literacy coaching, is the need to increase teachers' knowledge base (International Reading Association, ; Moran, ; Sandvold & Baxter, ; Walpole & Blamey, ).…”

Section: Literacy Coaching and Professional Developmentmentioning

confidence: 99%

Literacy Learning Through Team Coaching

Miller¹,

Stewart²

2013

The Reading Teacher

View full text Add to dashboard Cite

Research on Professional DevelopmentOver the past 50 years, there has been a great deal of study about the types of professional development that improve teaching and learning. This research reveals many commonalities around effective methods for teacher learning, including the following key elements of professional development: (a) ongoing, (b) job-embedded, (c) collaborative, (d) reflective, Sara Miller is an assistant professor in the

show abstract

The State of Reading Professionals in the United States

Cited by 19 publications

References 5 publications

Exploring the Relationship Between Literacy Coaching and Student Reading Achievement in Grades K–1

Exploring the Relationship Between Literacy Coaching and Student Reading Achievement in Grades K–1

Situated Identities: Power and Positioning in the Work of a Literacy Coach

Literacy Learning Through Team Coaching

Contact Info

Product

Resources

About