Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will serve a student throughout their life. Elementary teachers often feel unprepared for the demands of the struggling, proficient and advanced readers within their classrooms. The professional development offered to teachers has often been one day workshops where depth of content is not attained. Through this action science research, onsite professional development utilizing a coaching model was provided to K-2 teachers in a rural elementary school setting. This intervention lasted for three months and explored the Continuum of Literacy Learning by Fountas & Pinnell (2007) and utilized the Benchmark Assessment system by Fountas and Pinnell (2007) for identifying reading levels while implementing Guided Reading. The teachers' sense of self efficacy included a modest increase in utilizing a variety of instructional strategies to better meet the various needs of the students but also revealed areas for additional professional development in the future.
|Commitee:||Berg, Marla, Buckenmeyer, Janet|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/01(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Literacy, Reading instruction|
|Keywords:||Coaching, Elementary, Instructional strategies, On site development, Professional development, Reading|
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