Tailored Training and Support (TTS) for Teaching Guided Reading in K-2

Lorenzo De Zavala is a low-income school in West Dallas, Texas, and a part of the large Dallas Independent School District. Reading achievement has been low and stagnant over the past few years at this campus due low reading levels in grades Kindergarten through 2nd grade. Additionally, there is a lack of adequate teacher development and inconsistent guided reading implementation. The purpose of my action research project was to discover the effects of Tailored Training and Support on teachers’ perceptions about guided reading, on their self-efficacy, and on their perceptions of Tailored Training and Support as a system to support future campus innovations. The data for this project was collected through pre- and post-innovation surveys, pre- and post-innovation interviews, feedback and reflection forms, and an observation checklist. TTS was framed by Social Cognitive Theory, Communities of Practice, and the ‘See It, Name It, Do It’ feedback framework. The findings of this study revealed that TTS had positive effects on teachers' perceptions of guided reading, improvement in their self-efficacy, and positive perceptions about continued implementation of guided reading and future campus innovations.