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
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etd-3520 |
| Date | 05 May 2007 |
| Creators | Sargent-Martin, Shelia Denise |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
| Rights | Copyright by the authors. |
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