Support for the Improvement of Practices through Intensive Coaching (SIPIC): Literacy Coaching for Reading Achievement. Misty Sailors The University of Texas at San Antonio Society for Research on Educational Effectiveness March 4 – 6, 2010 Washington, DC. firstname.lastname@example.org. Purpose.
Misty SailorsThe University of Texas at San Antonio
Society for Research on Educational Effectiveness
March 4 – 6, 2010
The current study is an attempt to document, measure, and describe the role of one model of coaching in improving the instructional reading practices of classroom teachers and in raising the reading achievement of their students.
“New is not always right.” (Wilson & Berne, 1999, p. 5)
Assigned to group at the school level to prevent experimental treatment diffusion
Workshop PLUS coaching
Teacher post- observations
Teacher pre- observations
Findings: (1) Does an intensive model of coaching lead to an increased use of intentional comprehension instruction on the part of teachers?
Findings: (2) Does the increased use of intentional comprehension instruction by teachers lead to increased reading achievement of students from low-income backgrounds?
Findings: (3) Are there aspects of improvement in instructional comprehension practices positively associated with increased student achievement, and which aspects of the model can be attributed to the coaching model?