Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K–8 experiencing significant reading ... View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2019-04

AUTHORS

Beverly Weiser, Carolyn Buss, Ashley Parker Sheils, Elisa Gallegos, L. Robin Murray

ABSTRACT

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students experiencing reading learning disabilities in grades K-8th whose special education and/or resource room teachers (n = 44) received student data-focused coaching support through on-site coaching, on-demand coaching (teachers could request support if needed), or through technology-based coaching. Specifically, researchers wanted to investigate if technology-based coaching was as effective as in-classroom support for increasing teachers' knowledge and implementation of research-based reading instructional routines and ultimately, improving the reading, writing, and spelling outcomes of students with reading learning disabilities. Results yielded positive student academic growth for all three methods of coaching; however, coaching via technology, a more efficient, less time-consuming method of giving teachers ongoing professional development, produced larger statistically significant Cohen's d effect sizes than the other two forms of coaching ranging from 0.22 to 1.01 in areas of phonemic awareness, decoding, comprehension, fluency, writing, and spelling. Other findings as well as the educational implications of implementing coaching via technology are also included. More... »

PAGES

54-79

References to SciGraph publications

Journal

TITLE

Annals of Dyslexia

ISSUE

1

VOLUME

69

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s11881-018-00175-1

DOI

http://dx.doi.org/10.1007/s11881-018-00175-1

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1111097875

PUBMED

https://www.ncbi.nlm.nih.gov/pubmed/30607816


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