Examining the Relationship between Literacy Coaching and Student Reading Gains in Grades K-3

Autor/inn/en	Elish-Piper, Laurie; L'Allier, Susan K.
Titel	Examining the Relationship between Literacy Coaching and Student Reading Gains in Grades K-3
Quelle	In: Elementary School Journal, 112 (2011) 1, S.83-106 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/660685
Schlagwörter	Reading Improvement; Achievement Gains; Reading Achievement; Coaching (Performance); Time Perspective; Time Factors (Learning); Supervisory Methods; Supervisor Qualifications; Literacy; Early Childhood Education; Pretests Posttests; Program Content; Schematic Studies; Program Effectiveness; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Leseleistung; Zeitbezug; Alphabetisierung; Schreib- und Lesefähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Programmgestaltung; Schematheorie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This article presents the results of a study that examined the relationship between the amount, type, and content of literacy coaching and K-3 student reading gains in a school district that received a Reading First grant. In addition, this study investigated the relationship between student reading gains and literacy coach certification. Findings from the study suggested that the amount of time literacy coaches spent with teachers and 5 specific aspects of literacy coaching predicted student reading gains at one or more grade levels. Using the findings from this study, the authors proposed a research-based model of literacy coaching focused on promoting student reading gains. (Contains 3 figures and 7 tables.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10