This study investigated the implementation and impact of Reading First programs in 8 elementary schools across the state of Mississippi. The study assessed how principals, literacy coaches, and kindergarten through third grade teachers perceived the implementation of the Reading First program at their respective schools. Data from these three…

The Reading First Program is a central element of the No Child Left Behind legislation (No Child Left Behind Act, 2001). It builds on findings reported in a national consensus report (NICHD, 2000), about proven strategies to reduce the prevalence of reading difficulty in the early grades in order to help children read at or above grade level by…

In this article, the author examines the role the literacy coach at her school has played in supporting the kindergarten through second grade teachers. Using a theoretical framework for classroom communities (Pintaone-Hernandez, 2002), she reflects on how the literacy coach has helped teachers maintain a professional learning community in the wake…

The 2008-2009 Annual Reading First Progress Report reflects on the final year of implementation for Round I schools and the third full year of implementation for Round II schools. This report focuses on the effect that Reading First implementation has had on selected schools across Nebraska with a special focus on vulnerable populations: English…

The Reading Success Network (RSN) is a model for improving literacy schoolwide through peer coaching, ongoing assessments of children's learning, using data to inform teaching, specific instructional strategies, and a support network of RSN schools. Federally funded regional centers across the country provide on-site professional learning for…