Ellish-Piper, L. & L’Allier, S. K. (2010). Exploring the relationship between literacy coaching and student reading achievement in grades K-1. Literacy Research and Instruction, 49, pp. 162-174. doi:10.1080/19388070902913289
Ellish-Piper & L’Allier studied three groups of reading coaches from schools who had received the Reading First grant. They examined the roles of the literacy coaches within the context of their school, the aspects of literacy they typically focus on, and the relationship between literacy coaching and reading achievement in grades K-1. Their findings about how literacy coaching effected reading achievement were inconclusive because of other mitigating factors.
This article was helpful in pointing me to other literature about the roles of literacy coaches and the different levels of literacy coaching that exist. The article also suggests that ongoing professional development in terms of literacy instruction is warranted for, at least, this school district. The researchers suggest that the literacy coaches should spend more time working directly with teachers, rather than doing paperwork or inputting data. They should also schedule plenty of time to observe teachers.
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