The purpose of this study was to investigate and implement an effective model for reading professional development (PD) for elementary teachers. Cycle 1 data were collected from kindergarten through fifth grade elementary teachers to understand teachers' perspectives of effective PD. The findings suggested that if PD utilizes teacher collaboration among grade-level peers to learn new content based on a specific focus or related to the teacher's personal learning needs, where the new learning is explained, modeled, and then practiced with opportunities for discussion, then PD will be effective in building teacher knowledge. Action steps were designed, implemented and evaluated in Cycle 2 to create an effective model for PD that helps kindergarten through fifth-grade teachers build their knowledge of early reading development in children. Through cycles of inquiry, action, and evaluation, the teachers co-created a viable model for PD with the researcher. Four rounds of the PD model, led by literacy facilitators, were implemented over a period of three months. The action step was evaluated by elementary classroom teachers through a series of focus groups and a Likert-scale survey. Findings suggested that the new model for PD, READ and Rehearse, was helpful in building teachers' knowledge and strengthening their practice in early reading instruction. Specifically, teachers accounted the success of the PD to three overlapping themes. The first theme focused on the design of the PD that occurred during the day and moved at a slower pace with a narrow focus selected by teacher teams for deeper learning where all learning occurred solely amongst grade-level teams. The second theme focused on the utilization of engaging learning activities including a specific focus with follow-up coaching on that piece in the classroom, feeling affirmed after the PD, and having access to resources that allow for immediate implementation of new learning. The third and final theme focused on the role of the literacy facilitator as someone who provided non-judgmental support, embedded coaching in the context of the classroom, and immediate feedback. Recommendations for practice include redesigning PD schedules, engaging teachers actively in the PD, and building human capital with literacy coaches. Implications include scaling the study to additional grade levels and content areas, understanding the perspective of literacy facilitators, engaging in action research to develop a PD model for school administrators, and measuring the impact of PD on student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]