Living and Working in India Social Considerations Research Paper

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In Literacy Coaching, parts 1 and 2 (Pratt-Fartro, 2009), it is clear that the concept of literacy coaching is helpful because it allows all the children in a classroom to be taught together instead of children being taught one-at-time, each child taken out individually to spend time with the reading coach. However, the big question I have is whether this approach is as effective as having one-on-one time with the students. Reading skills can really be improved from one-on-one time, as Sioux Falls Public Schools Education Foundation (2011) shows with their paired oral reading approach to improving literacy. I think that this could be a more effective approach in many ways because it gives students the time and attention they need to focus on their own unique struggles.

So while reading specialists can go into classrooms and guide teachers, as Pratt-Fartro (2009) points out in part 2 of Literacy Coaching, the fact is that students still need one-on-one time if they are struggling with reading.

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I do not see any way around this. Though the University of California Television’s (2008) video shows the role that imagery and verbal processing can have in teaching literacy it does not address the simple fact that nothing replaces one-to-one time that paired oral reading can achieve, as Sioux Falls Public Schools Education Foundation (2011) shows. I have been really impressed by their method and feel that it is the best based on my own experience. The only drawback is that there may not be enough tutors who are able to pair with the many students who are in need of reading help. That is why reading specialists in the classroom as part of a literacy coaching program is promoted by Pratt-Fartro (2009). It just remains to be seen whether this too is a very effective strategy.
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