When Teachers Work to Use Progress Monitoring Data to Inform Literacy Instruction

The phenomenon of using progress monitoring data to inform literacy instruction was explored in the context of four schools during their 2nd year of Reading First implementation. Open-ended interviews and surveys from 10 teachers, purposefully selected for maximum variation in effectiveness and skil...

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Bibliographic Details
Published inRemedial and special education Vol. 29; no. 6; pp. 364 - 382
Main Authors Roehrig, Alysia D, Duggar, Staci Walton, Moats, Louisa, Glover, Marsha, Mincey, Brian
Format Journal Article
LanguageEnglish
Published 01.11.2008
Subjects
Classroom management
Coding
Data sources
Literacy
Resistance
Teachers
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Summary:The phenomenon of using progress monitoring data to inform literacy instruction was explored in the context of four schools during their 2nd year of Reading First implementation. Open-ended interviews and surveys from 10 teachers, purposefully selected for maximum variation in effectiveness and skills and resistance to using data to inform instruction, were primary data sources. Across schools, teachers reported varying levels of success with using data to inform instruction. A grounded theory model of how K-1 teachers worked with reading coaches to try to use data to inform instruction was developed through axial coding. The coach's role was to help teachers access and interpret data and make informed links to reading curricula. Perceived barriers to the practice of using the data included lack of time and classroom management difficulties. Adapted from the source document.
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ISSN:0741-9325
DOI:10.1177/0741932507314021