The Literacy Coach's Handbook: A Guide to Research-Based Practice.

THE LITERACY COACH'S HANDBOOK: A Guide to Re search-Based Practice. S. Walpole & M. C. McKenna. New York: The Guilford Press, 2004. 246 pp. This reader-friendly book is a practical guide for new as well as seasoned literacy coaches who are leading school-based reform efforts in literacy education. The chapters of this book are designed to take a literacy coach through the various aspects of a literacy coach's work, beginning with assessing student needs to designing school-wide initiatives for reading program improvement. The authors developed this text by using information gathered from their numerous research projects in reading and their work with literacy coaches across the United States.

The authors begin with a detailed description of the many roles of the literacy coach, including learner, grant writer, school-level planner, curriculum expert, researcher, teacher, and leader. Following is a comprehensive chapter identifying the scientifically based research about literacy development and the important sources useful to literacy coaches in making programmatic decisions. The authors also have dedicated a chapter to the important topic of assessment in planning for school-wide literacy reform. In this chapter, the authors discuss the variety of purposes for reading assessment, the different functions of assessment, and the use of assessment in planning for programmatic changes. The remaining chapters address the common issues related to the work of literacy coaches, including instructional schedules, selecting materials and programs, intervention programs, and providing professional support. The final chapter addresses the issue of literacy coaches as change agents and discusses the skills and knowledge characteristic of successful literacy coaches.

The authors helpfully weave true stories of literacy coaches' experiences throughout the chapters, providing authentic examples that can be used as guides for professional development as well as program development. Also noteworthy is the inclusion of numerous reproducible forms and templates to support the work of the literacy coach.

This book, with its abundance of ideas and suggestions as well as background information, provides valuable insight and guidance for any literacy coach, whether the person is new to the position, or is a seasoned coach seeking to further her professional development. This book also would be useful as a guide for school administrators, teachers, and anyone involved in literacy reform at the district level. The book also could be used to advantage in any graduate level degree program in literacy. Reviewed by Blanche Desjean-Perrotta, Associate Professor, University of Texas at San Antonio