Expert Reading Coaching via Technology: Investigating the Reading, Writing, and Spelling Outcomes of Students in Grades K-8 Experiencing Significant Reading Learning Disabilities

Autor/inn/en	Weiser, Beverly; Buss, Carolyn; Sheils, Ashley Parker; Gallegos, Elisa; Murray, L. Robin
Titel	Expert Reading Coaching via Technology: Investigating the Reading, Writing, and Spelling Outcomes of Students in Grades K-8 Experiencing Significant Reading Learning Disabilities
Quelle	In: Annals of Dyslexia, 69 (2019) 1, S.54-79 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-00175-1
Schlagwörter	Reading Difficulties; Special Education; Coaching (Performance); Educational Technology; Technology Uses in Education; Program Effectiveness; Teacher Competencies; Knowledge Base for Teaching; Achievement Gains; Teaching Methods; Faculty Development; Phonemic Awareness; Decoding (Reading); Reading Comprehension; Reading Fluency; Writing Skills; Spelling; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrkunst; Teaching theory; Theory of teaching; Unterrichtstheorie; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Dekodierung; Leseverstehen; Writing skill; Schreibfertigkeit; Schreibweise; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01