Professional Reading Development - Report Example

Why Is Professional Development in Reading Successful? We review professional development as an approach to improve reading instructions. Is the approach successful in improving reading instructions? What does experience suggest? Let us review the literature. Dail and McGee (2011, p. 161) reported that in 2006 they introduced a professional development plan in the Early Reading First (ERF) programs within which they had served as project directors. According to the Dail and McGee, as a result of the PD plan, they noticed considerable changes in instructions that led to accelerated growth in children’s vocabulary (2011, p. 161). Using a treatment (the treatment is the PD plan) and a control group, Dail and McGee (2011, pp. 164-15) found that children in the treatment group acquired sophisticated vocabulary. Moreover, Dail and McGee (2011, p. 167) noted that the teaching staff responded more favorably to a PD program compared to control. In particular, the teachers in the treatment group gave a specific response of implementing, modifying and extending the PD program. Rochelle and McGee (2011, p. 167) revealed that the treatment group achieved a mean score of 93.8 compared to the control group mean score of 82.3. Further, 67% of students belonging to the treatment group met the Government Performance Reporting Act guidelines of achieving a language rating of at least 85 compared to only 40% for the control group (Dail and McGee, 2011, p. 167). Summarizing the results of their experience as project directors, Dial and McGee (2011, p. 168) concluded that a PD approach in reading is associated with success. Carlisle et al. (2011) compared three models of professional development (PD) in reading among first grades and concluded that supporting teacher through seminars, evaluation, and coaching work best in leading teachers towards effective instructions among first graders. In the process of sharing their results, the authors pointed out that professional development in reading is the best means of improving teachers’ competence in content areas that result into an improvement of instructions (Carlisle et al., 2011, p. 13). According to the authors, effective professional development in reading is characterized by deep subject matter knowledge as well as knowledge on how students learn content, commitment, course coherence and integration, participation and active learning, and institutional and professional support (Carlisle et al., 2011, p. 214). The authors cited several cases that indicate that reading instructions are successful if a professional development approach is used. For instance, according to the authors, the PD initiative among 17 poverty and low-achieving schools in Washington and Houston as carried by B. Foorman and L. Moats has been considered by the authors as very successful. One important argument forwarded by Carlisle et al. (2011, p. 230) is that PD is successful because teachers respond well to the approach. In a commissioned study in 2005-06, one of the research questions which the U.S. Department of Education was to find out the effects of professional development on student reading achievement (NCEERA or National Center for Education Evaluation and Regional Assistance, 2009, p. 1). The study employed an experimental design in testing the effectiveness of professional development interventions in over 90 schools in six districts involving 270 teachers and 5,500 students (p. 1). The schools were randomly and equally assigned to an institute group, institute plus coaching group, and a control which received the usual professional development implemented in the district (NCEERA, 2009, p. 1). Some of the key findings of the commissioned research are as follows. First, teachers who were randomly assigned to avail professional development form institutes scored significantly higher on teachers’ knowledge compared with those in the control group. Second, teachers under a professional development program with institutes use more explicit instructions in their teaching blocks compared with those in the control group (NCEERA, 2009, p. 3). In particular, the former used explicit instruction in 51% of a three-minute interval studies compared with only 42% for the teachers in the control group (NCEER, 2009, p. 3). However, teachers under PD in the institute plus coaching utilized explicit instruction in 57% of the time (NCEER, 2009, p. 3). Third, despite the first two, the NCEERA reported (2009, p. 3) that the three different forms of professional development do not have significant difference with regard to their impact on student reaching achievement (NCEER, 2009, p. 3). Putman et al. (2009) focused on the effectiveness of the professional development approach in promoting change in the instructional practices of reading teachers. The authors noted that 47% of respondents of a survey conducted by the National Staff Development Council (NSDC) have claimed that that professional development activities conducted by the NSDC have no effect on them (p. 217). Unfortunately, professional development has been traditionally conducted as a half-day meeting to present a specific strategy (Putman et al., 2009, p. 208). The training model basically identifies what to and what not to do (Putman et al. 2009). However, according to the authors, research has advanced man’s understanding and the key features of effective professional development are being identified (p. 208). Putman et al. (2009, p. 208) identified some of these features as reflective practice, applicability, creation of safe environment, and clear means of assessments. In addition, the authors recommended INTENT or the Intentional Teaching Model as an effective model for professional development and discussed some empirical evidence of the efficacy of the model. . Thickstun (2009, p. 61) identified some of the areas where one can invest in professional development. The areas can also be identified as also the scope of professional development or occasional where professional development programs can be developed to improve reading instructions: summer workshops, conferences, professional associations, leadership and mentoring learning programs, concerts, event or festivals, games, certification programs, and exhibits (2009, p. 60). According to Thickstun, these areas are also areas of investment for advancing professional development. Doubek and Cooper (2007) identified some of the features that successful schools employed in their reading interventions. One of such features is the emphasis on students’ strengths over weaknesses (Doubek and Cooper, 2007, p. 413). Unfortunately, however, the authors did not elaborate on the point although they have emphasized on the need for engaging students in learning not really on instructional practices that emphasize homework, timeliness, and traditional methodologies such as round-robin, end-of-chapter questions, and worksheets (Doubek and Cooper 2007, p. 413). Doubek and Cooper (2007, p. 413) also hinted for a reading instructional strategy that provides a pedagogical connection to student cultures and pointed out the need for teacher social justice activism that can also improve the lives of students. One possible interpretation of the Doubek and Cooper suggestion (2007, p. 413) is the reading instructions can be implemented better if considered or planned within the context of the student’s situation. In the professional development of teachers’ capabilities for advancing reading instructions, Doubek and Cooper (2007, p. 414) highlighted the role of research in improving reading instructions. The key message really of Doubek and Cooper (2007) is to close the educational gaps and this point has implications on research for improving instructions. Hayes et al. (2007) described the emergence of a professional development plan for reading implemented in a reading excellence act school in Atlantic City that has been receiving federal government funding. A fairly large percentage of the student population has been receiving free or subsidized lunches. Unfortunately, more than 20% to 60% of students in various grades were not meeting the established goals for their grades. In response, a review was undertaken in which it was identified that motivation is a key area in which teachers has not been receiving significant growth (Hayes et al., 2007, p. 102). With the problem recognized, the professional development addressed the problem (Hayes et al., 2007, p. 105). The professional development plan addressed teachers concerns (Hayes et al., 2007, p. 104-105). According to Hayes et al. (2007, p. 95), the first grade and kindergarten concentrated on word study for improving phonics and spelling. However, professional development for second through fourth grade concentrated on fluency and comprehension, including narratives and expository text structure (Hayes et al., 2007, p. 95). Meanwhile, Taylor et al. (2005) highlighted the importance of an evidence –based approach to professional development and school reading improvement. Consistent with this point, Taylor et al. (2005, p. 44) argued that teachers wishing to upgrade their teaching of reading must be informed by research on effective reading instruction. In short, what is also implied that a professional development approach to reading instructions must include the development of familiarity to the results of reach on improving further the instructions pertaining to reading. For example, Taylor et al. (2005, p. 45) pointed out that research on effective reading pedagogy has focused on cognitive processes. They pointed out that the research of Duffy et al. (1987) found that effective teachers engage engaged in modeling and direct explanation. Further, their earlier research also indicated that primary-grade teacher preferred coaching in teaching or that students are led into discussion and inquiry as they construct meanings in their mind as a response to texts (Taylor et. Al., 2005, p. 45). In summary, our discussion has shown that a professional development approach to reading instruction works but the how the professional development itself would be defined or implemented in the schools can vary. The variation can be associated with various levels of effectiveness. At minimum, what our short review of literature has shown is that research can serve to improve the details of a professional development approach to reading instructions. Specific programs for professional development can be designed based on what is suggested by evidence. References Carlisle, J., Cortina, K., and Katz, L. (2011). First-grade teachers’ response to three models of professional development of reading. Reading & Writing Quarterly, 27, 212-238. Dail, A. R. and McGee, L. (2011). Expanding preschoolers’ vocabulary: The role of professional development. Childhood Education, Spring, 161-168. Doubek, M. B. and Cooper, E. (2007). Closing the gap through professional development: Implications for reading research. Reading Research Quarterly, July/August, 411-415. Hayes, L., and Robnolt, V. (2007). Data-driven professional development: The professional development plan for reading excellence act school. Reading Research and Instruction, 46 (2), 95-119. National Center for Education Evaluation and Regional Assistance. (2009). Professional development for early reading teachers. NCEE Evaluation Brief, February, 1-4. Putman, S., Smith, L., and Cassady, J. (2009). Promoting change through professional development: The place of teacher intentionality in reading instruction. Literacy Research and Instruction, 48, 207-220. Taylor, B., Pearson, P., Peterson, D., and Rodriguez, M. (2004). Research Reading Quarterly, 50 (1), 40-69. Thickstun, K. (2009). Professional development: A priceless investment. American Music Teacher, 58 (5), 60-61. Read More