Effects of in-service and coaching to increase teachers’ use of research-based strategies in beginning reading

Abstract

In-service and coaching can increase teachers’ use of research-based practices. This study examined the effects of in-service training plus coaching that included preconference, side-by-side coaching, and feedback on kindergarten teachers’ use of research-based strategies during beginning reading instruction. Teachers were trained to enhance beginning reading instruction using research-based strategies including model-lead-test, unison responding (i.e., choral responding, response cards), and systematic error correction. Results indicated that for some teachers, a half-day in-service improved delivery of the research-based strategies, while others required side-by-side coaching to demonstrate improved use of the strategies. Teachers reported the in-service and coaching support were helpful and provided information on research-based strategies that increased student engagement. Implications for future research and practice are discussed.

Keywords:

• Coaching
• elementary
• in-service
• professional development
• whole-group instruction

Additional information

Notes on contributors

Crystalyn I. Goodnight

Crystalyn I. Goodnight is an associate professor of special education at University of North Carolina Wilmington. Her current research interests are instructional coaching, beginning reading instruction, and evidence-based interventions for students at risk or with disabilities.

Charles L. Wood

Charles L. Wood is a professor in the Department of Special Education and Child Development at University of North Carolina at Charlotte. His current research interests are multi-tiered academic and behavioral intervention, instructional design, and single-case research.

Julie L. Thompson

Julie L. Thompson is an assistant professor of special education at Texas A&M University. Her current research interests are technology-based literacy and communication interventions, biometric indicators of literacy and communication skills, and active student responding during academic instruction for preschool and early elementary-aged children with autism spectrum disorder who are minimally verbal.