The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

The objective of this study is to determine which modality (face-to-face with a coach vs. without a coach) and intensity (number of contact hours) of PD are more efficient in achieving fluency improvement in student performance in the code-focussed skills in the first years of learning to read. Both pre-schoolers and their teachers took part in the study with a quasi-experimental pre-test post-test design. The experimental group (n  = 71) was provided literacy instruction from teachers (n = 8) who received 40 h of face-to-face training with a coach and the control group (n = 29) was provided literacy instruction from teachers (n = 8) who received only 8 h of initial training (without coaching). The results sho wed significant intra-group improvements with a large reduction in students at risk for reading difficulties. No significant differences were obtained between groups in reading performance. This suggests greater efficiency in a lower intensity format of PD without a coach in the development of code- focussed skills. The study considers the need to adequately assess reading ability in the light of attitude and motivation of teachers as variables which influence the efficiency of PD.
Source: Reading and Writing - Category: Child Development Source Type: research