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Effects of teacher training and coaching on student achievement in the Corrective Reading program at Sussex Central Middle School

Esham, L. A.
This study examines the effect of professional development on teacher beliefs, classroom practices and student achievement in Corrective Reading (CR) classrooms. The program was implemented in middle school classrooms in grades 6-8 in the 1998-1999 school year with no teacher coaching and varying levels of staff training. The following school year, teacher coaching was introduced and varying levels of staff training remained. The Stanford 9 and Delaware State Testing Program were administered for pre- and posttest measures. Results indicate that during the first year of implementation, all students improved their reading fluency and comprehension skills, but students with teachers with previous experience with CR demonstrated higher gains. Results from the second year were similar as students with teachers with more training with CR demonstrated the largest gains. Both in-class coaching and teacher training were correlated with students’ success, but teacher training appears to have the greatest effect on student achievement. Additionally, teachers with more training with CR felt more comfortable teaching the program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Corrective Reading; implementation; reading comprehension; reading fluency; teacher training; teacher coaching
Unpublished doctoral dissertation, University of Delaware, Newark
Design type:
Pretest posttest gains scores
Fidelity monitored:
Students included:
Secondary students, middle school students, low-performing students, remedial students, students with learning disabilities, Caucasian students, African American students
Middle school, Delaware
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