Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function.

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Bibliographic Details
Title:	Literacy Coaching for Instructional Change in Guided Reading: Navigating Form and Function.
Authors:	Morgan, Denise N.¹ dmorgan2@kent.edu, Bates, Celeste C.² celestb@clemson.edu, Griffith, Robin³ r.griffith@tcu.edu
Source:	Reading Horizons. 2022, Vol. 61 Issue 3, p45-67. 23p.
Subject Terms:	Curriculum change, Literacy, *Reading, Scheduling
Abstract:	The purpose of this research was to examine how one teacher's guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the authors identified as attention to form; over time she gave more attention to the decision-making aspects and instructional opportunities that the authors identified as the function of guided reading. The findings further show how the social nature of the job-embedded professional development supported the teacher's change in instructional practices. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The purpose of this research was to examine how one teacher's guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the authors identified as attention to form; over time she gave more attention to the decision-making aspects and instructional opportunities that the authors identified as the function of guided reading. The findings further show how the social nature of the job-embedded professional development supported the teacher's change in instructional practices. [ABSTRACT FROM AUTHOR]
ISSN:	00340502