Literacy coaching to improve student reading achievement: A multi-level mediation model
ARTICLE
Lindsay Clare Matsumura, Helen E. Garnier, Jessaca Spybrook
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 May 28, 2022 from https://www.learntechlib.org/p/199749/.
This record was imported from
Learning and Instruction
on January 29, 2019.
Learning and Instruction is a publication of Elsevier.
