Helping Diverse Struggling Readers Through Reflective Teaching and Coaching

Abstract

Collaboration and reflection are critical to effective teaching and student progress in reading. Responding to the needs of linguistically and culturally diverse students who struggle in reading is a persistent challenge for teachers, especially those in urban settings. Conversations between literacy coaches and teachers in urban settings provide opportunities for assessment of practice and greater understanding of students' and teachers' needs. It is through ongoing collaboration and dialogue that the efforts of literacy coaches and urban teachers in improving instruction and performance of struggling readers can be realized.