Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estima...

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence:

Effective programs for struggling readers: A best-evidence synthesis

This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek & Vaughn, 2007; Wanzek et al., 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students' foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES = 0.54), (2) not-standardized foundational skill measures (mean ES = 0.62), (3) standardized language/comprehension measures (mean ES = 0.36), and (4) not-standardized language/comprehension measures (mean ES = 1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours.

https://www.meadowscenter.org/files/news/Wanzek_et_al_2015.pdf

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

The advance of video technology in education has been accelerated due to the wide use of portable devices, the increase in the number of Internet users and massive online open courses. Online-learning videos, due to their various positive effects, are becoming increasingly acceptable for both successful students and teachers. In addition to supporting students in learning, video-based learning has proven to be a powerful reflection tool for teachers, but also significant in the context of their professional development. This study aims to analyze published work on the video-based learning to assist teachers and other educational professionals in widening their understanding of the educational benefits of the video-based learning. Also, this analysis provides video-based learning possibilities that can improve teacher/student learning and the overall quality of the classroom experience. There were 39 peer reviewed papers selected in this review and categorized into three main dimensions, namely, student learning outcomes, teachers’ reflections and feedback and teachers’ professional development. We review and explore past research on video-based learning in order to guide us through future studies and sketch the research status and directions.

Video-Based Learning (VBL)—Past, Present and Future: an Overview of the Research Published from 2008 to 2019

Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000.

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly assigned to the experimental or control condition. Five struggling readers and 5 non-struggling readers were randomly selected from eligible children in each classroom. There were 75 classrooms and 631 children in the study. Teachers in experimental schools used the TRI in one-on-one sessions with 1 struggling reader in the regular classroom for 15 min a day until that struggler made rapid reading progress. Teachers then moved on to another struggling reader until all 5 struggling readers in the class received the TRI during the year. Biweekly webcam coaching sessions between the coach and teacher allowed the coach to see and hear the teacher as she instructed a struggling reader in a TRI session, and the teacher and child could see and hear the coach. In this way the classroom teacher was able to receive real-time feedback from the coach. Three-level hierarchical linear models suggested that struggling readers in the intervention schools significantly outperformed the struggling readers in the control schools, with effect sizes from .36 to .63 on 4 individualized achievement tests. Results suggested that struggling readers were gaining at the same rate as the non-struggling readers, but they were not catching up with their non-struggling peers.

Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention.

/pdf/the-targeted-reading-intervention-a-classroom-teacher-4w4vo5hi5w.pdf

The Targeted Reading Intervention: A Classroom Teacher Professional Development Program to Promote Effective Teaching for Struggling Readers in Kindergarten and First Grade.

What is sound writing instruction for multilingual learners

This article describes a year-long reading intervention with a first-grade English-learner who began the year as a non-reader. Systematic instruction from a literacy specialist and her classroom teacher included familiar re-reading, word study, and teacher-guided reading with carefully matched texts, within the context of English language and vocabulary development. Intervention instruction facilitated this young English learner's grade-level achievement by the end of the school year. Intervention strategies, intensity, and the student's progress are described.

"One Dy I Kud Not Red a Book Bot Naw I Can": One English Learner's Progress.

The Targeted Reading Intervention (TRI): A Classroom Teacher Tier 2 Intervention to Help Struggling Readers in Early Elementary School.

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