Elementary Literacy Coaching in 2021: What We Know and What We Wonder

2021 ◽  
Author(s):  
Jacy Ippolito ◽  
Allison Swan Dagen ◽  
Rita M. Bean
Keyword(s):  
Literacy Coaching ◽  
Elementary Literacy

What Matters for Elementary Literacy Coaching? Guiding Principles for Instructional Improvement and Student Achievement

2010 ◽  
Vol 63 (7) ◽  
pp. 544-554 ◽  
Author(s):  
Susan L'Allier ◽  
Laurie Elish-Piper ◽  
Rita M. Bean
Keyword(s):  
Student Achievement ◽  
Instructional Improvement ◽  
Literacy Coaching ◽  
Elementary Literacy ◽  
Guiding Principles ◽  
What Matters

Becoming Critical Readers of Graphic Novels: Bringing Graphic Novels Into Korean Elementary Literacy Lessons

2015 ◽  
Vol 70 (1) ◽  
pp. 123-149 ◽  
Author(s):  
허선민 ◽  
서영미
Keyword(s):  
Graphic Novels ◽  
Elementary Literacy

Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

2021 ◽  
pp. 002221942199984
Author(s):  
Cheryl Varghese ◽  
Mary Bratsch-Hines ◽  
Heather Aiken ◽  
Lynne Vernon-Feagans
Keyword(s):  
At Risk ◽  
Reading Instruction ◽  
Word Reading ◽  
Literacy Coaching ◽  
Supplemental Instruction ◽  
Development Program ◽  
Intervention Fidelity ◽  
Students At Risk ◽  
Oral Vocabulary ◽  
Second Year

Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers’ years of participation in TRI (1 year vs 2 years) moderated associations between intervention fidelity and students’ reading and oral vocabulary outcomes. Findings suggested that teachers’ adherence to TRI strategies was directly associated with students’ vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension.

Implementing Literacy Coaching

2010 ◽  
Vol 32 (2) ◽  
pp. 249-272 ◽  
Author(s):  
Lindsay Clare Matsumura ◽  
Helen E. Garnier ◽  
Lauren B. Resnick
Keyword(s):  
Literacy Coaching

Perspectives on literacy coaching: defining roles and expectations

2020 ◽  
Vol 25 (1) ◽  
pp. 68-84
Author(s):  
Lindsay Woodward ◽  
Jennifer Thoma
Keyword(s):  
Literacy Coaching

Progress in Literacy Coaching Success—A Dozen Years on

2017 ◽  
Vol 91 (1) ◽  
pp. 14-20 ◽  
Author(s):  
Cathy A. Toll
Keyword(s):  
Literacy Coaching

Exploring the Relationship Between Literacy Coaching and Student Reading Achievement in Grades K–1

2010 ◽  
Vol 49 (2) ◽  
pp. 162-174 ◽  
Author(s):  
Laurie Elish-Piper ◽  
Susan K. L'Allier
Keyword(s):  
Reading Achievement ◽  
Literacy Coaching ◽  
Student Reading ◽  
The Relationship

The Emotional Landscapes of Literacy Coaching

2013 ◽  
Vol 45 (1) ◽  
pp. 47-86 ◽  
Author(s):  
Carolyn S. Hunt ◽  
Lara J. Handsfield
Keyword(s):  
Literacy Coaching
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