Bell (2012), research consisted of answering two research questions: will a literacy-focused professional development and instructional coaching model have a positive impact on classroom quality, and will a literacy-focused professional development and instructional coaching model have a positive impact on student achievement. The research was conducted over a two year period. In year one, teacher where trained during professional develop with accurate scoring, administering, and interpreting the AIMSweb assessment. The AIMSweb is a benchmark that students take three times a year that enables teacher to monitor and track student overall progress of students and to identify those who need extra support and are at risk for reading. In year two, teacher were observed and helped through direct coaching and help with classroom quality. The coaching and support consisted of giving teachers constructive feedback, suggestions for change, and creating a positive classroom environment. Although this study focused on Catholic schools, I can relate to the emphasis on professional development to help non-tenured teachers learn classroom teaching techniques, ways to teach diverse learners, and demonstrating for teachers how to give specific assessments that can track, monitor, and identify at risk students.

Spellman, M. & Bell, D. (2012). Transforming Literacy Instruction in Urban Settings: Combining Professional Development and Instructional Coaching to Improve Student Achievement. In Martin, L., Boggs, M., Szabo, S., & Morrison, T. (Eds.), Joy of teaching: ALER 34TH Yearbook (pp 149-168).

Stahl (2012), mentions the need to present Instructional and Frustration level text to students. Instructional level texts are texts where a child needs scaffolding and support to read and comprehend the text. In this reading level students are introduced to new concepts or skills such as new vocabulary. Students can read between 90 to 95% accuracy and comprehend about 80% of the text. Frustration level texts is a text where students cannot read nor comprehend 90% of the text. The idea of shared reading is also mentioned and this includes the teacher reading aloud to the students and pointed out key concepts where the students can practice specific reading skills such as predicting. In the primary grades including Kindergarten and First Grade teachers utilize "Big Books." As a first grade teacher myself, I use big books to highlight punctuation, new and familiar vocabulary, and to practice reading strategies that will help the emergent reader such as monitoring and clarifying ideas in the text.

Stahl, K. (2012). Complex Text or Frustration Level Text: Using shared reading to bridge the difference. The Reading Teacher, 66 (1), 47-51. doi 10.1002/TRTR.01102