Advancing the Advanced Readers Through Teacher Collaboration
Location
Preston 1
Session Format
Presentation
Abstract
Teachers strive to help all students excel academically. However, advanced students are often under challenged whereas special needs students receive extra support. In literacy instruction of elementary schools, it is not uncommon for struggling or below grade level readers to receive some interventions, yet enrichment programs for advanced readers are inadequate or inconsistent.
To address the needs of advanced readers in the general education classroom, this action research project was designed to assess the effect of targeted teacher professional learning on literacy instruction and student achievement. Led by an academic coach, teachers at one elementary school participated in a year-long professional learning series that focused on research-based literacy strategies and resources for advanced readers, collaboration of regular education teachers and gifted education specialists, and peer coaching. Quantitative and qualitative data including surveys, observations, and reading tests were collected and analyzed to examine the effect of professional learning on teachers and their advanced readers. Overall, teacher collaboration was successful in sharing gifted pedagogy, advanced literacy strategies, and the teaching and learning outcomes were positive.
Ongoing targeted professional learning through teacher collaboration and with peer support is an effective way to improve instruction for advanced students in the regular classroom. Leadership also plays an important role in establishing a school culture that will support innovations needed to effectively address literacy needs of all students.
Keywords
Literacy Instruction, Gifted Education, Reading Achievement
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Hogan, Daurian and Feng, Jay, "Advancing the Advanced Readers Through Teacher Collaboration" (2024). Georgia Educational Research Association Conference. 61.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/61
Advancing the Advanced Readers Through Teacher Collaboration
Preston 1
Teachers strive to help all students excel academically. However, advanced students are often under challenged whereas special needs students receive extra support. In literacy instruction of elementary schools, it is not uncommon for struggling or below grade level readers to receive some interventions, yet enrichment programs for advanced readers are inadequate or inconsistent.
To address the needs of advanced readers in the general education classroom, this action research project was designed to assess the effect of targeted teacher professional learning on literacy instruction and student achievement. Led by an academic coach, teachers at one elementary school participated in a year-long professional learning series that focused on research-based literacy strategies and resources for advanced readers, collaboration of regular education teachers and gifted education specialists, and peer coaching. Quantitative and qualitative data including surveys, observations, and reading tests were collected and analyzed to examine the effect of professional learning on teachers and their advanced readers. Overall, teacher collaboration was successful in sharing gifted pedagogy, advanced literacy strategies, and the teaching and learning outcomes were positive.
Ongoing targeted professional learning through teacher collaboration and with peer support is an effective way to improve instruction for advanced students in the regular classroom. Leadership also plays an important role in establishing a school culture that will support innovations needed to effectively address literacy needs of all students.
