The impact of literacy coaching on reading achievement
Swygert, Tanya Askew
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Recent federal and state mandates have increased the attention given to student achievement. Most often this attention has been in the form of how well students perform on standardized tests. Many have looked at variables that impact student achievement in reading. Professional learning for teachers has been cited often as an effective variable. Research on professional learning suggests that it is more effective when the professional learning is on-site and when coaching is a key component. This study examined the impact of an on-site literacy coach providing professional learning activities on reading comprehension to teachers. Data were obtained to determine if there was a statistically significant difference in the Criterion Referenced Competency Test (C.R.C.T.) reading scores of fourth and fifth grade students whose teachers worked with a literacy coach compared to students whose teachers did not. No statistical significance was obtained for fourth grade students. However, statistical significance was obtained for gender for fifth grade students which suggested that the presence of a Literacy Coach benefited males. Additional research is recommended to determine under what conditions Literacy Coaches can become more effective.