Instructional Coaching to Support Students with Reading Difficulties: A Review of Implementation Components, Methodology, and Outcomes
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| Title: | Instructional Coaching to Support Students with Reading Difficulties: A Review of Implementation Components, Methodology, and Outcomes |
|---|---|
| Language: | English |
| Authors: | Linda A. Reddy (ORCID |
| Source: | Psychology in the Schools. 2025 62(11):4792-4813. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | R324A170069 H326M200008 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Education |
| Descriptors: | Reading Difficulties, Coaching (Performance), Elementary School Students, Intervention, Educational Research, Professional Development, Program Implementation |
| DOI: | 10.1002/pits.70038 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | The present study is the first systematic review of instructional coaching components, methodologies, and outcomes reported in experimental and quasi-experimental group design studies examining the impact of coaching for school personnel supporting elementary-grade students with reading difficulties. Published and unpublished investigations (n = 30) from 2000 to 2023, which included 1863 teachers and interventionists and 21,133 kindergarten through 5-grade students with reading difficulties, were reviewed. All studies were reviewed using a structured review coding system with four dimensions (i.e., sample characteristics, coaching model elements, methodologies used, and outcomes reported; n = 77 variables). Strengths of reviewed coaching studies were the inclusion of multicomponent professional development with implementation training, diversity in student samples, and the use of statistical testing and reporting of effect sizes. Overall, 27 studies (90%) reported positive improvements in student reading performance at post-intervention. However, details reported for implementer and student characteristics, professional development components, and reading interventions implemented varied. Weaknesses of the literature were a lack of the following: participant inclusion and exclusion criteria, utilization of coaching in the use of reading screening and diagnostic measures to identify student skill-specific needs, implementation fidelity measurement, and follow-up data collection. Implications for research and practice are offered. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1486485 |
| Database: | ERIC |
| Abstract: | The present study is the first systematic review of instructional coaching components, methodologies, and outcomes reported in experimental and quasi-experimental group design studies examining the impact of coaching for school personnel supporting elementary-grade students with reading difficulties. Published and unpublished investigations (n = 30) from 2000 to 2023, which included 1863 teachers and interventionists and 21,133 kindergarten through 5-grade students with reading difficulties, were reviewed. All studies were reviewed using a structured review coding system with four dimensions (i.e., sample characteristics, coaching model elements, methodologies used, and outcomes reported; n = 77 variables). Strengths of reviewed coaching studies were the inclusion of multicomponent professional development with implementation training, diversity in student samples, and the use of statistical testing and reporting of effect sizes. Overall, 27 studies (90%) reported positive improvements in student reading performance at post-intervention. However, details reported for implementer and student characteristics, professional development components, and reading interventions implemented varied. Weaknesses of the literature were a lack of the following: participant inclusion and exclusion criteria, utilization of coaching in the use of reading screening and diagnostic measures to identify student skill-specific needs, implementation fidelity measurement, and follow-up data collection. Implications for research and practice are offered. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.70038 |
