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We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future.

For RRCNA Leadership


About the presenter

Enrique PuigEnrique Puig is director of the Morgridge International Reading Center at the University of Central Florida in Orlando.

He taught more than 25 years in Orange County (Florida) Public Schools with experiences varying from classroom teacher and Reading Recovery teacher to Literacy Collaborative district trainer with The Ohio State University. He has worked as an education consultant for numerous school districts from Washington to the U.S. Virgin Islands and major publishing companies. He has presented on various aspects of K-12 literacy acquisition and instruction at state, regional, national and international conferences.

In addition to directing the Center, Enrique also teaches K-12 Content Area Reading at the University of Central Florida. He is co-author of The Literacy Coach: Guiding in the Right Direction, 2nd ed. (Allyn & Bacon/ Pearson) and The Literacy Leadership Team: Sustaining and Expanding Success (Allyn & Bacon/ Pearson).



The Fundamentals of Literacy Coaching

Literacy coaches need to ensure that intentional and relevant literacy instruction is taking place, even as school schedules become tighter. Explore rationales, aesthetics, and procedures that focus on literacy coaching for improving instruction. Literacy processing to adapt and sustain appropriate instructional practices that promote forward shifts in literacy learning and instruction is also addressed. Includes downloadable handouts.

Learning outcomes:

  1. Understand literacy coaching on a continuum of professional learning experiences.
  2. Reflect on three major categories for literacy coaching to promote forward shifts in learning and instruction.
  3. Understand literacy processing to adapt and sustain appropriate instructional practices that promote forward shifts in literacy learning and instruction.
  4. Develop a common language to minimize misinterpretation of data when responding to interventions.
  5. Understand adult learners as having significantly different self-directed orientation.
  6. Investigate the role of the literacy coach as an ethnographer in the school and classroom environment.

Length of Session
Approximately 90 minutes


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Copyright statement
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The views expressed in this video are those of the presenter and may not represent the views of the Reading Recovery Council of North America.