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Allen, J. (2006). Becoming a literacy leader: Supporting learning and change. Portland, ME: Stenhouse.

Atteberry, A., & Bryk, A. (2009, April). The role of schools’ social networks in intervention diffusion. Paper presented at the annual meeting of the American Education Research Association, San Diego.

Barton, R., & Lavrakas. (2006). Finding gold at the end of the rainbow: Anchorage’s investment in literacy coaching pays big dividends. Northwest Regional Education Laboratory, 12(1), 6 –11.

Bean, R. M., & Carroll, K. E. (2006). The literacy coach as a catalyst for change. In C. Cummins (Ed.), Understanding and implementing Reading First initiatives: The changing role of administrators (pp. 139 –152). Newark, DE: International Reading Association.

Blachowicz, C. L. Z., Obrochta, C., & Fogelberg, E. (2005). Literacy coaching for change. Educational Leadership, 62(6), 55–58.

Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.

Brown, R. S., & Coughlin, E. (2007). The predictive validity of selected benchmark assessments used in the mid-Atlantic region (Issues & Answers, REL 2007-No. 017). Washington, DC: U.S.

Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic.

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.

Casey, K. (2006). Literacy coaching: The essentials. Portsmouth, NH: Heinemann.

Clay, M. (1979). Reading: The patterning of complex behavior (2nd ed.). Portsmouth, NH: Heinemann.

Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.

Clay, M. (2004). Change over time in literacy learning. Auckland: Heinemann Educational.

Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

Fountas, I. C., & Pinnell, G. S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K– 8. Portsmouth, NH: Heinemann.

Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175–205). Cambridge: Cambridge University Press.

   Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., et al. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Gibson, S. (2005). Developing knowledge of coaching. Issues in Teacher Education, 14, 63–74.

Gibson, S. (2006). Lesson observation and feedback: The practice of an expert reading coach.

Reading Research and Instruction, 45, 295–318.

Good, R. H., & Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills (6th ed.).

Eugene, OR: Institute for the Development of Educational Achievement.

Good, R. H., Wallin, J., Simmons, D. C., Kame’enui, E. J., & Kaminski, R. A. (2002). Systemwide percentile ranks for DIBELS benchmark assessment (Technical Report 9). Eugene: University of Oregon.

Hintze, J. M., Ryan, A. L., & Stoner, G. (2003). Concurrent validity and diagnostic accuracy of the Dynamic Indicators of Basic Early Literacy Skills and the Comprehensive Test of Phonological Processing. School Psychology Review, 32, 541–556.

International Reading Association. (2004). The role and qualifications of the reading coach in the United States. Newark, DE: Author.

International Reading Association. (2006). Standards for middle and high school literacy coaches.

Newark, DE: Author.

Kane, R. G. (1993). Knowledge in action: A longitudinal study of the propositional and procedural knowledge base of the beginning teacher. Unpublished master’s thesis, Griffith University, Brisbane, Australia.

Kohler, F., Crillery, K., Shearer, D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. Journal of Educational Research, 90, 240 –250.

Lieberman, A. (1995). Practices that support teacher development. Phi Delta Kappan, 76(8), 591–596.

Literacy Collaborative. (2009). Implementation and training. Retrieved October 22, 2009, from http://www.literacycollaborative.org/about/phases/ Luppescu, S., Biancarosa, G., Kerbow, D., & Bryk, A. S. (2008, July). Testing the fluencycomprehension relationship through equating: A Rasch equating of DIBELS and Terra Nova in grades K–3. Paper presented at the annual meeting of the Society for Scientific Studies of Reading, Asheville, NC.

Marsh, J., Kerr, K., Ikemoto, G., Darilek, G., Suttorp, H., Zimmer, R., et al. (2005). The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning. Santa Monica, CA: RAND.

Marsh, J. A., Sloan McCombs, J., Lockwood, J. R., Martorell, F., Gershwin, D., Naftel, S., et al.

(2008). Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND.

McCarrier, M. C., Pinnell, G. S., & Fountas, I. C. (2000). Interactive writing: How language and literacy come together. Portsmouth, NH: Heinemann.

McGraw-Hill. (2001). Terra Nova technical quality: Reliable, useful results based on psychometric excellence. Monterey, CA: CTB McGraw-Hill.

Neufeld, B., & Roper, D. (2004). Coaching: A strategy for developing instructional capacity. Cambridge, MA: Education Matters.

Norlander-Case, K. A. (1999). The professional teacher: The preparation and nurturance of the reflective practitioner. San Francisco: Jossey-Bass.

Norton, J. (2007). Adding layers of support: Alabama’s program helps site-based coaches succeed. National Staff Development Council, 28, 20 –25.

Poglinco, S. M., Bach, A. J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J. A. (2003).

The heart of the matter: The coaching model in America’s Choice schools. Philadelphia: Consortium for Policy Research in Education.

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.

         Reed, B., & Rettig, R. (2006). Side by side: The Idaho Reading First program finds success by offering targeted professional development to its literacy coaches. Northwest Education, 12(1), 18 –21.

Scharer, P. L., Pinnell, G. S., & Bryk, A. S. (2008). Supporting learning through a multi-layered professional community: Making change work with Reading Recovery and Literacy Collaborative. Journal of Reading Recovery, 7(2), 42–52.

Schilling, S. G., Carlisle, J. F., Scott, S. E., & Zeng, J. (2007). Are fluency measures accurate predictors of reading achievement? Elementary School Journal, 107, 429 – 448.

Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York:

¨ Basic.

Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading:

Preparing teachers for a changing world. San Francisco: Jossey-Bass.

Toll, C. (2007). Lenses on literacy coaching: Conceptualizations, functions, and outcomes. Norwood, MA: Christopher-Gordon.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Walpole, S., & McKenna, M. C. (2004). The literacy coach’s handbook: A guide to research-based practice. New York: Guilford.

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