Literacy coaching and reading achievement

Ellish-Piper, L. & L’Allier, S. K. (2010). Exploring the relationship between literacy coaching and student reading achievement in grades K-1. Literacy Research and Instruction, 49, pp. 162-174. doi:10.1080/19388070902913289

​Ellish-Piper & L’Allier studied three groups of reading coaches from schools who had received the Reading First grant. They examined the roles of the literacy coaches within the context of their school, the aspects of literacy they typically focus on, and the relationship between literacy coaching and reading achievement in grades K-1. Their findings about how literacy coaching effected reading achievement were inconclusive because of other mitigating factors.
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This article was helpful in pointing me to other literature about the roles of literacy coaches and the different levels of literacy coaching that exist. The article also suggests that ongoing professional development in terms of literacy instruction is warranted for, at least, this school district. The researchers suggest that the literacy coaches should spend more time working directly with teachers, rather than doing paperwork or inputting data. They should also schedule plenty of time to observe teachers.


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Literacy coaching

Cassidy, J., Garrett, S. D., Maxfield, P., & Patchett, C. (2009). Literacy coaching: Yesterday, today and tomorrow. CEDER Yearbook, pp. 15-27.

Cassidy, Garrett, Maxfield and Pratchett outline the history of the literacy coach, from the 1930s to the present. Literacy coaches have been called myriad names throughout history. In the 1980s, Joyce and Showers pioneered peer coaching strategies designed to aid teachers in the implementation of new strategies. However few teachers actually implemented the strategies taught in workshops. The goal of peer coaching was to eliminate the hierarchal ideas behind the idea of “coach,” instead creating an equality between participants. The authors also discuss the IRA’s four roles of literacy coaches and how school districts tend to restrict those roles significantly.

This article is important as I try to define myself and role as a literacy coach as well as I try to find the theoretical lens through which I will operate.


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