Literature Review

Literature Review
Bobbi Ross-Neier
National University
TED 690 Capstone
January 16, 2016

Author Note
Correspondence concerning this article should be addressed to Bobbi
Ross-Neier at 566 Dorena Drive, Newbury Park, CA 91320.
E-mail: bobbirossneier@gmail.com

Literature Review

Abstract
The following paper examines the cognitive reading strategy involved for
elementary educators. For most teachers, the learning of how to teach those strategies
can be presented in the form of workshops and/or on-site reading coaches. The article,
Professional Development That Supports the Teaching of Cognitive Reading Strategy
Instruction, by Sailors and Price from the Elementary School Journal (2010), examines
the models of using reading coaches in the classroom and off-site workshops or
conferences, to improve educators ability to teach reading and comprehension
strategies. An examination of these two types of professional development models is
presented as well as a reflection of my own teaching of literacy.

Literature Review
Elementary educators have the important undertaking to teach cognitive literacy
strategies that include the areas of fluency and reading comprehension. The ability to
teach reading strategies requires purposeful, specific and relevant instruction, especially
for early readers in grades K-2. However, pre-service teachers are usually given one or
two classes on the specific instructional strategies for teaching reading. The article,
Professional Development That Supports the Teaching of Cognitive Reading Strategy
Instruction, by Sailors and Price, from the Elementary School Journal (2010), examines
the models of using reading coaches in the classroom and off-site workshops, or
conferences, to improve educators ability to teach reading and comprehension
strategies. Through the class readings and my own personal, and professional,
experiences in teaching cognitive reading strategies the information from this article will
be presented.
The aim of this federally funded, quasi- experimental study was to test two
models of professional development for elementary and middle school teachers both
models aiming to improve the instructional comprehension practices of teachers and to
raise the reading achievement of students (Sailors & Price, 2010, pg. 302). As seen in
my own professional development portfolio, there are many types of professional
development models designed to increase student achievement in content areas, like
reading. The Daily 5 Workshop is one example of a workshop model where teachers
attend two full days of training to learn best practices and implementation. The Daily
5 is a framework for structuring literacy time so students develop lifelong habits of
reading, writing, and working independently (Boushey & Moser, 2016, pg. 1).

Literature Review
For the purpose of this research article, Sailors and Price asked forty four
teachers from schools in Texas, from the same school district, to participate in a two day
workshop. Those forty four teachers were split into two groups, a full intervention group
and a non-intervention group. While all teachers attended the 2-day workshop, the
teachers in the full intervention group also received classroom-based coaching support
each was assigned one of two instructional reading coaches (Sailors & Price, 2010,
pg. 307). The study found that all of the teachers did implement practices and
techniques learned from the two day workshop. The teachers who also had assistance
from instructional coaches in the classroom appeared to provide more cognitive
activities to increase students reading achievement, possibly by having another
professional to assist in implementation. The authors of the study note that while
Common sense dictates that classroom- based professional development might assist
teachers in improving their practices; however, the practice is more common than the
research to support it (Sailors & Price, 2010, pg. 318).
Overall, the researchers feel there is a need for more research on the models of
professional development for teachers. In my own professional development, I have
only been able to attend workshops and conferences to assist in developing my own
teaching practice. These trainings are motivating and provide new and innovative ideas
to bring back to my classroom. However, the assistance of modeling and the assistance
of implementation are areas that would greatly benefit my students and me. The
presence of another professional, such as a coach, can provide the expert advice
needed to guide students in the fundamental strategies to strengthen their cognitive
reading strategy.

Literature Review
References

Boushey, G. & Moser, J. (2016). Daily 5. Retrieved on January 16, 2016 from:
https://www.thedailycafe.com/daily-5
Sailors, M. & Price, L. (2010). Professional Development That Supports the Teaching of
Cognitive Reading Strategy Instruction. Elementary School Journal. 110(3), 301322