Explicit Modeling in Early Literacy Professional Development and Instructional Coaching
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Date
2020-09-24
Authors
Masser, Julianne
Journal Title
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Publisher
University of Oregon
Abstract
Despite federal legislation and funding support to increase student literacy rates, students continue to fail to learn to read in early elementary school. The most recent National Assessment of Educational Progress (NAEP, 2017) documents that 63% of 4th grade students read below a proficient level. This lack of adequate reading outcomes is particularly alarming because there are abundant research-based instructional strategies available for teaching students to read (e.g., Gersten et al., 2009; NRP, 2000; Vaughn, Wanzek, & Murray, 2012). One area with the potential to positively impact implementation of evidence-based reading instruction is professional development (Demonte, 2013; Desimone, 2009; Desimone & Garet, 2015). However, professional development practices have failed to have the intended impact because they are typically disconnected from teachers’ everyday practice, too generic and unrelated to curriculum, infrequent, short, and episodic; and often delivered by external consultants who conduct no follow-up visits or support. The current study seeks to examine explicit modeling as a potential active ingredient of high-quality early literacy professional development. This project investigates the impact of explicit modeling in professional development on preservice educators conceptual and procedural knowledge of effective early literacy instruction.
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Keywords
Coaching, Early Literacy, Professional Development