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• W1520926057 abstract "Body Limit 5 pages single spaced. Background/context: Description of prior research and/or its intellectual context and/or its policy context. Reading is critical to children’s academic and future economic success. Yet reading skills continue to lag in the upper elementary grades. Recent NAEP results from 2004, for example, showed that 69% of fourth-graders scored below a proficient level in reading, and 36% of fourthgraders scored in the below basic category (NAEP, 2005). Focused instruction on the basic skills of phonemic awareness, phonics and decoding fluency are beginning to show results in the primary grades. But many schools and districts report stagnation or even declines once students enter fourth grade, where the focus of reading instruction should turn to comprehension in other content areas (Snow, 2002). One way that school districts across the country have responded to the challenge of improving students’ reading skills has been to hire additional, presumably more skilled, teachers as “instructional coaches” to work with teachers to improve their instructional practice (Neufeld & Roper, 2003; Richard, 2003; Russo, 2004). However, there is no agreed upon definition of the coaching job, and the actual tasks that coaches carry out vary widely. In some schools coaches work with individual and small groups of teachers to analyze and plan lessons, and they may do some actual in-class observation and provide some “at elbow” guidance for teachers. In many schools, however, coaches are an extra pair of hands whom principals ask to take on various administrative tasks (for example, overseeing testing, ordering supplies, setting up school programs, attending district meetings, etc.) or to provide additional instructional time/intervention to individual or small groups of students. Most coaches receive very little training and ongoing support in either the subject-matter content or pedagogical strategies they are meant to help teachers master. Moreover, in the absence of clear standards for coach qualifications, coaches may not be more expert in their content area than the teachers they are" @default.
• W1520926057 created "2016-06-24" @default.
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• W1520926057 date "2009-01-01" @default.
• W1520926057 modified "2023-09-26" @default.
• W1520926057 title "The Influence of Content-Focused Coaching[R] on Reading Comprehension Instruction and Student Achievement." @default.
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