Exploring the Influence of Professional Development, Curricular Change, and Coaching on Teachers' Literacy Instructional Practices and Perceptions
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| Title: | Exploring the Influence of Professional Development, Curricular Change, and Coaching on Teachers' Literacy Instructional Practices and Perceptions |
|---|---|
| Language: | English |
| Authors: | Lorilynn Brandt, Karen Brock, Sarah K. Clark (ORCID |
| Source: | Journal of Early Childhood Literacy. 2026 26(2):538-565. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Teacher Education, Reading Teachers, Reading Instruction, Spelling Instruction, Phonics, Literacy Education, Reading Research, Program Implementation, Teacher Expectations of Students, Learner Engagement, Learning Motivation, Coaching (Performance), Reading Programs, Faculty Development |
| DOI: | 10.1177/14687984251367647 |
| ISSN: | 1468-7984 1741-2919 |
| Abstract: | This study explores the perceptions and experiences of six elementary teachers who received Language Essentials for Teachers of Reading and Spelling (LETRS) training, totaling 120-150 hours. The teachers were also supported by an instructional coach when tasked with teaching the newly adopted 95% Core Phonics Program for K-3 students. A multiple case study approach was used, including qualitative data from five classroom observations (30-45 minutes each) of Tier 1 literacy instruction and one semi-structured interview per teacher (30-60 minutes). The findings highlight four key themes: 1) Implementing Reforms Requires Emotional Labor and Time Beyond Contracted Expectations, 2) Teacher Expectations of Student Success using the Structured Program Influenced Instructional Decisions During Early Implementation, 3) Maintaining Student Engagement and Motivation Still Requires Instructional Responsiveness and Adaptations Within a Structured Curriculum, and 4) Early-Phase Instructional Coaching Supports Confidence during Instruction. These findings hold important implications for educational policy and practice, particularly in light of increasing mandates related to the science of reading. Further research is recommended to deepen the understanding of teacher and student experiences, focusing on ensuring meaningful engagement and motivation, irrespective of instructional approaches. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504209 |
| Database: | ERIC |
| Abstract: | This study explores the perceptions and experiences of six elementary teachers who received Language Essentials for Teachers of Reading and Spelling (LETRS) training, totaling 120-150 hours. The teachers were also supported by an instructional coach when tasked with teaching the newly adopted 95% Core Phonics Program for K-3 students. A multiple case study approach was used, including qualitative data from five classroom observations (30-45 minutes each) of Tier 1 literacy instruction and one semi-structured interview per teacher (30-60 minutes). The findings highlight four key themes: 1) Implementing Reforms Requires Emotional Labor and Time Beyond Contracted Expectations, 2) Teacher Expectations of Student Success using the Structured Program Influenced Instructional Decisions During Early Implementation, 3) Maintaining Student Engagement and Motivation Still Requires Instructional Responsiveness and Adaptations Within a Structured Curriculum, and 4) Early-Phase Instructional Coaching Supports Confidence during Instruction. These findings hold important implications for educational policy and practice, particularly in light of increasing mandates related to the science of reading. Further research is recommended to deepen the understanding of teacher and student experiences, focusing on ensuring meaningful engagement and motivation, irrespective of instructional approaches. |
|---|---|
| ISSN: | 1468-7984 1741-2919 |
| DOI: | 10.1177/14687984251367647 |
