Q&A with Dan Reynolds.

Resources mentioned during the session:

• IES Practice Guide | https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/adlit_pg_082608.pdf
  
  "3. Ensure that the text is appropriate for the reading level of students. A text that is too difficult to read makes using the strategy difficult because students are struggling with the text itself. Likewise, a text that is too easy eliminates the need for strategies in the first place. Begin teaching strategies by using a single text followed by students’ applying them to appropriate texts at their reading level." (p. 18)
  
  "1. Most teachers lack the skills to provide direct and explicit comprehension strategy instruction." (p.19)

• Sarah Lupo's OALN Webinar (s.2, ep.1) | https://learningways.org/resources/sarah-lupos-oaln-webinar-s-2-ep-1.680284/
• Kraft, M. A., Blazar, D., & Hogan, D. (2018). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/10.3102/0034654318759268
• Wang, Z., Sabatini, J., O'Reilly, T., & Weeks, J. (2019). Decoding and reading comprehension: A test of the decoding threshold hypothesis. Journal of Educational Psychology, 111(3), 387–401. https://doi.org/10.1037/edu0000302
  
  ReadBasix (measure word recognition) | https://www.ets.org/k12/school-based-programs-services/readbasix

• Test of Word Reading Efficiency (TOWER) | https://www.proedinc.com/Products/13910/towre2-test-of-word-reading-efficiencysecond-edition-complete-kit.aspx
• School-wide Professional Community by Fred Newmann describes structure pieces that should be in place
•  Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A. M., & Kademian, S. M. (2017). Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design. Educational Researcher, 46(6), 293–304. https://doi.org/10.3102/0013189X17727502

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