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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 0000-0002-2797-3350)
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
FullText Text:
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  Data: Exploring the Influence of Professional Development, Curricular Change, and Coaching on Teachers' Literacy Instructional Practices and Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Lorilynn+Brandt%22">Lorilynn Brandt</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Brock%22">Karen Brock</searchLink><br /><searchLink fieldCode="AR" term="%22Sarah+K%2E+Clark%22">Sarah K. Clark</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2797-3350">0000-0002-2797-3350</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(2):538-565.
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  Data: 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
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  Data: Y
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  Data: 28
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Teachers%22">Reading Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+Instruction%22">Spelling Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink>
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  Data: 10.1177/14687984251367647
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  Data: 1468-7984<br />1741-2919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Data: EJ1504209
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        Value: 10.1177/14687984251367647
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 538
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Reading Teachers
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      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Spelling Instruction
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      – SubjectFull: Phonics
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      – SubjectFull: Literacy Education
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      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Program Implementation
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      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Coaching (Performance)
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      – SubjectFull: Reading Programs
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      – SubjectFull: Faculty Development
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    Titles:
      – TitleFull: Exploring the Influence of Professional Development, Curricular Change, and Coaching on Teachers' Literacy Instructional Practices and Perceptions
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