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Literacy coaching to improve student reading achievement: A multi-level mediation model
ARTICLE

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Learning and Instruction Volume 25, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

In a longitudinal group-randomized trial, we explore the key role of the quality of classroom text discussions in mediating the effects of Content-Focused Coaching (CFC) on student reading achievement (2983 students, 167 teachers). Schools in the United States serving large numbers of minority and English language learning (ELL) students from low-income families were randomly assigned to participate in the CFC literacy-coaching program or to continue with the literacy coaching that was standard practice for the district. The findings identified a positive effect of the CFC program on observed classroom text discussion quality. Supporting the theory underlying CFC, the positive effect of the program on student reading achievement was mediated through the quality of classroom text discussions. Students' language status moderated the direct effect of the program, with stronger effects for ELL students compared to their English-proficient peers.

Citation

Matsumura, L.C., Garnier, H.E. & Spybrook, J. (2013). Literacy coaching to improve student reading achievement: A multi-level mediation model. Learning and Instruction, 25(1), 35-48. Elsevier Ltd. Retrieved January 20, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2012.11.001

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