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The Perceptions of Practicing West Virginia K-3 Reading Teachers of Working with Reading First Coaches in Title I Distinguished Schools Karen R. Davies This research was conducted to offer insight regarding how Reading First K-3 teachers working in West Virginia Title I Distinguished Schools perceive the role of the reading coach. The study examined the importance of reading coach activities in improving reading instruction as perceived by these K-3 teachers. It was further investigated whether differences existed between reading coach activities perceived by the teachers as important to improving reading instruction and knowledge by these teachers that the activities were performed by the coaches. An electronic survey was distributed to all Reading First K-3 teachers working in West Virginia Title I Distinguished Schools for a population of 160 participants in which 71 or 44% responded. Findings indicate that these K-3 teachers perceive reading coach activities as important in improving reading instruction and they are knowledgeable that the activities are performed by reading coaches within their schools.

The perceptions of practicing West Virginia K-3 reading teachers of working with Reading First coaches in Title I Distinguished Schools