No description available.

ABSTRACT Research suggests that highly qualified teachers are an important factor in improving the reading performance of children. This study began with a question about how teachers with a reading specialization used their expertise to advance the quality of instruction in non-metropolitan schools and school jurisdictions. Very little research on the roles of reading specialists in Canadian learning environments is available. This qualitative study sought to give a voice to the experiences of three teachers who first became reading specialists because they wanted to be better at helping struggling readers. They then became teacher leaders, guiding other teachers in their schools and districts to provide quality reading instruction for students. Through multiple, extensive interviews with the three participants, I learned the stories of how they became engaged in advanced study of reading, what they were able to contribute to reading instruction and literacy education in their schools and regions, and what sorts of collegial experiences the reading teacher leadership had afforded them. When analyzed, the data revealed teachers who, throughout their careers, consistently sought ways to make literacy learning more relevant and more successful, who were eager to share their knowledge with other teachers, who were passionate about the work they did, and who were ultimately disappointed. The disappointment was precipitated by the realization that no matter what productive work the reading specialists were engaged in, district administrators placed limited value on teacher expertise. As a result, the non-urban school districts that traditionally had few teachers with specializations in any subject area, were prematurely stripped of their valuable teacher resources when, in reaction to their treatment, the study participants retired or left the district. In order to promote lasting, quality academic improvement among students, school district administrators need to formally recognize, through policy, that the best performance from students comes from classrooms with the best educated teachers, and thus encourage more teachers to pursue studies beyond a basic teacher education.

The purpose of this study was to explore and document the various roles of Virginia's Reading First reading coaches. The goal of Reading First is to ensure that all students learn to read at grade level or above by the end of third grade. Because of No Child Left Behind legislation and the mandates set forth by Reading First, reading coaches are in demand. In order to gain an understanding of the roles and responsibilities of reading coaches, this study was based on qualitative methodology. Specifically, the data collection consisted of a self-administered survey sent to Virginia's 95 Reading First reading coaches. The data revealed that the majority of Virginia's Reading First reading coaches had K-3 teaching experience and reading specialist certification. Reading coaches perceived that they are impacting reading teachers' practices. Furthermore, reading coaches indicated they are supported by the principal, LEA, and state level Reading First reading specialists. As a result of this study, it is recommended that additional studies involving the effect of reading coaches on school-wide reading achievement be conducted. Similarly, additional research concerning the best type of professional development to assist reading coaches in their positions is warranted. Additional research is needed to determine if there is a difference in reading coaches' effectiveness on teacher practice when they have support from state-level reading experts compared to those without such support

No description available.