Rethinking Small-group Instruction in the Intermediate Grades: Differentiation That Makes a Difference (Maupin House)
Nancy's comprehension and written response strategies give teachers the first-tier Response-to-Intervention (RTI) help they need to get students off to a great start!   Dr. Nancy Boyles is currently an associate professor and the graduate reading program coordinator at Southern Connecticut State University, where she teaches courses in developmental reading, writing instruction, and the administration and supervision of school literacy programs. Previously, she spent 25 years as a classroom teacher at various elementary grade levels. She was named Teacher of the Year in her district and was a semi-finalist for Connecticut Teacher of the Year. She received her doctorate in reading and language from Boston University.   Nancy provides professional development to many school districts, presenting workshops, modeling best practices, and coaching teachers. Her areas of special interest include guiding the reading process at the intermediate grade level, comprehension strategy instruction, teaching written response to text, teaching expository writing, and building the skills of literacy leaders. She also serves as a Senior Literacy Fellow with Cornerstone, a school reform initiative that supports the literacy needs of low-performing districts. Nancy served as a contributing editor for Learning Magazine and has published over 30 articles related to teaching. Nancy is the author of Teaching Written Response to Text, Constructing Meaning through Kid-Friendly Comprehension Strategy Instruction, Hands-On Literacy Coaching, and most recently, That's a GREAT Answer!   You can also contact Nancy through this website to schedule professional training for coaches.