Reading Specialists and

Literacy Coaches in the Real World

RED 5271Nova University

Dr. Melinda Prague

Balanced Literacy

An approach to teaching reading and writing processes characterized by explicit AND holistic instruction. However, it is more than just "a little of this" and "a little of that”. Common practices in balanced literacy classrooms include variations of the following: reading aloud to children, shared reading (whole class), guided reading (in small groups and flexible groups), and independent reading. Shared writing (whole class), interactive writing (whole class), and independent writing are also elements of the daily routine. In many balanced literacy classrooms, teachers implement a workshop approach to reading and writing.

Best Practice

A highly controversial term implying evidence exists to support a specific instructional approach, practice, or decision. In general, best practice is based on sound research. It is reasoned and reflects a certain knowledge base about learning, teaching, and evidence of effective practice. Because individuals may disagree on the definition of sound research, one individual’s belief of best practice may differ greatly from what another’s.

Comprehension

The dynamic process of construction of meaning (or making meaning). Comprehension is a complex and interactive process involving the reader's prior knowledge, the information suggested in the text, and the reader's stance (attitudes, motivation, like/dislike for the topic or subject, biases, belief systems, psychological state, etc.), all of which constitute the context of the reading situation. Factors within and outside the text influence comprehension as the reader transacts with the text and (in a sense) the author. Comprehension has many layers. For example, one might read something and understand the intended message but not be able to explain the core concepts. One can understand the explicit message but fail to grasp the emotional or implied message. One might read and understand directions but fail to be able to translate them into action.

Elementary and Secondary Education Act (ESEA)

In 1965, President Lyndon B. Johnson passed the Elementary and Secondary Education Act (ESEA) as a part of the "War on Poverty." ESEA emphasizes equal access to education and establishes high standards and accountability. The law authorizes federally funded education programs that are administered by the states. In 2002, Congress amended ESEA and reauthorized it as the No Child Left Behind (NCLB) Act.

Holistic Methods

Practices reflecting a perspective on reading and writing instruction that promote meaningful, purposeful literacy applications. In addition to specific instructional strategies, holistic methods encourage teachers to surround students with print and to foster the discovery by students that reading and writing are meaningful, purposeful, and personally worthwhile. Some approaches that are considered to be holistic are whole language, learner-centered, and literature-based approaches.

Methodology

The sum and structure of the activities or processes used to engage in an undertaking, such as instruction or research.

No Child Left Behind (NCLB)

The 2002 U.S. education law aimed at school reform, The No Child Left Behind Act became the new banner for recrafting the 1965 Elementary and Secondary Education Act (ESEA). The NCLB Act passed with bipartisan support. Programs funded under NCLB included mandatory statewide testing from grades 3 - 8 in math and reading, and Reading First, an early literacy initiative.

Pedagogy/pedagogical

The art and science of teaching. Pedagogical methods are those used by teachers.

Phonics

The mapping of speech sounds (phonemes) to their corresponding printed symbols (letters) in reading the English Language

Process-oriented instruction

An approach to instruction that emphasizes the thinking processes associated with reading comprehension (or other task completion). Teachers and students attend to the processing, questioning, problem-solving, and connections that students make during reading or hands-on learning. Often process-oriented instruction involves using think-alouds to model metacognition. Process-oriented instruction is the opposite of product-oriented instruction, which focuses on a finished product or task as the unit to be evaluated.

Qualitative research

The examination, analysis, and interpretation of observations for the purpose of discovering underlying meanings and patterns of relationships. In contrast to quantitative research, qualitative research does not involve mathematical models. However, it is systematic, and may include observation, journaling, behavioral tallies, or case study narratives. Qualitative and quantitative research are often used together to enhance understanding, particularly in the study of classroom events.

Quantitative research

A systematic investigative approach that seeks to collect data that are measurable and to reports findings in numerical terms. Traditionally, characteristics of quantitative research include generating models and hypotheses, using experimental and controlled variables, developing instruments and methods to measure phenomena, generating empirical data, and evaluating results.

Race to the Top

A U.S. Department of Education school reform initiative associated with the reauthorization process of ESEA/NCLB. In 2009, $4.35 billion in American Recovery and Reinvestment Act (ARRA) funds were allocated to the Race to the Top initiative. States were required to compete for funding and to meet certain guidelines to qualify for the funds.

Scaffolding

An educational practice in which the teacher provides a great deal of instructional support during the initial stages of learning a new concept or process, then gradually withdraws support as the student becomes more proficient. Scaffolding requires the teacher to be attuned to the needs of the student throughout the learning process and to adjust support accordingly. Just as the scaffolding in construction is taken down and removed, the scaffolding in learning is removed as students demonstrate increased strategic capabilities.

Value-added

Refers to the measureable effects on student achievement associated with the implementation of a change in some factor related to school improvement. For example, the innovation could be adopting a new school-wide instructional approach, hiring a literacy coach, or implementing a professional development plan. Whatever the innovation, the question remains, “Does this change result in significant measureable gains in the test scores of our students relative to its costs in time and resources?”