Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K–8 experiencing significant reading learning disabilities

Weiser, Beverly L.; Buss, Carolyn; Sheils, Ashley Parker; Gallegos, Elisa; Murray, Lauren

doi:10.1007/s11881-018-00175-1

Cited by 11 publications

(9 citation statements)

References 20 publications

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“…Finally, in relation to the main research lines within the ICT field and literacy learning (Q3) through the visualization of bibliometric map, it should be said that, during the period analysed, studies on ICT and reading and writing are being linked thematically to students with learning difficulties, Down Syndrome or autism (BAILEY;ARCIULI;STANCLIFFE, 2016;FELIX et al, 2017;WEISER et al, 2019). Likewise, there is an emerging issue group related to teacher training in ICT as a tool for learning to read and write.…”

Section: Discussionmentioning

confidence: 99%

“…All studies are summarized in Table 1. Four of the 16 studies analyzed recommended the use of ICT for students with autism and other intellectual disabilities (BAILEY; ARCIULI; STANCLIFFE, 2016;FELIX et al, 2017;WEISER et al, 2019;BADILLO-JIMÉNEZ;IGUARÁN-JIMÉNEZ, 2020). All the studies have been developed within the educational field and in any educational stage.…”

Section: Phase 1 Main Characteristics and Findings Of Selected Studiesmentioning

confidence: 99%

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Impact of ict on writing and reading skills

et al. 2021

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Due to the potential of ICT to enhance the development of reading and writing skills, it has become an emerging field of scientific research. The purpose of this work has been to examine scientific literature that investigate the use of ICT in the development of writing and reading skills for the years 2010 and 2020 in five databases. A descriptive and quantitative methodology has been followed to present the most important characteristics and results of the 16 selected scientific articles. In analysis of the research findings we explored the most significant bibliometric data and the effectiveness of ICTs in enhancing the writing and reading skill of students. The results confirmed that, despite the fact that scientific production in this field is still underdeveloped, digital technologies can help in the development of reading and writing skills. There is a need to improve teacher training for the effective integration of technologies in both teaching and learning of reading and writing.

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Section: Discussionmentioning

confidence: 99%

Section: Phase 1 Main Characteristics and Findings Of Selected Studiesmentioning

confidence: 99%

Impact of ict on writing and reading skills

et al. 2021

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“…Researchers have also investigated the role of coaching in improving teachers’ literacy instruction for secondary SWDs, in particular. For example, PD and expert coaching targeting elementary and middle school special education and resource room teachers’ multicomponent literacy instruction resulted in improved reading, writing, and spelling outcomes for students with learning disabilities (Weiser et al, 2019). In addition, Wexler et al (2022) reported that middle school general and special education co-teachers who received PD with coaching implemented a literacy instructional framework with fidelity, which led to statistically significant gains in reading comprehension for both students with and without disabilities.…”

Section: What Do We Know About Secondary Literacy Coaching Today?mentioning

confidence: 99%

An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches

Shelton

Swanson

Wexler

et al. 2023

Teacher Education and Special Education: The Journal of the Tea

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Secondary teachers benefit from ongoing coaching to support their implementation of evidence-based literacy practices across content areas. However, several factors may facilitate or impede literacy coaching at the secondary level. We conducted an exploratory survey study to investigate 141 middle school teachers’ and 64 instructional coaches’ experiences with and perceptions of literacy coaching. Both quantitative and qualitative analyses were used. Findings of the teacher survey revealed that, while most teachers had a literacy coach in their school, many did not receive coaching. In addition, many teachers identified the need for coaching related to providing literacy support to students with disabilities. Meanwhile, findings of the coach survey revealed that many instructional coaches do not provide literacy coaching. However, most coaches reported needing support related to incorporating literacy practices into various content areas. Practical implications and areas for future research related to secondary literacy coaching are discussed.

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Section: Current Research In Virtual Coachingmentioning

confidence: 99%

“…Virtual coaching is a promising practice and supported by multiple studies (Allen et al, 2011; Vernon-Feagans et al, 2013, 2015; Weiser et al, 2019). Weiser and colleagues (2019), which is a study included in the What Works Clearinghouse, found that technology-based coaching was as effective as in-classroom support for increasing teachers’ knowledge and implementation of literacy practices. They also found that virtual coaching supported the improvement of literacy outcomes for students with reading learning disabilities and that coaching via technology was a more efficient, less time-consuming method for providing ongoing PD.…”

Section: Current Research In Virtual Coachingmentioning

confidence: 99%

Coaching Virtually to Support Professional Learning

Rowland

Myers

Elford

et al. 2021

J Spec Educ Technol

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Virtual coaching is emerging as a feasible method of providing ongoing, job-embedded, personalized professional learning to educators. This manuscript details how virtual coaching is different from on-site coaching in education. It describes field-tested strategies and technologies a coach can use to be successful when coaching virtually. There are key steps in the process for fully understanding an educator’s context, the students they support, building relationships, identifying locus of control, setting goals, choosing interventions, implementing change, tracking data, and engaging in reflection that are unique to coaching online. Specific technology tools can help facilitate each of these steps in the process. In this manuscript, we describe technology tools that virtual coaches used in their literacy coaching work. We organize these tools around a virtual coaching model, which was built specifically to coach educators in virtual spaces. We include a description of each phase, the technology that can be used to facilitate progress, a field-based example of its use, the time typically spent in each phase, and sample questions coaches may ask educators to support progression through the phases. In addition, we highlight current research on professional learning and virtual coaching.

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Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K–8 experiencing significant reading learning disabilities

Cited by 11 publications

References 20 publications

Impact of ict on writing and reading skills

Impact of ict on writing and reading skills

An Exploration of Middle School Literacy Coaching: A Study of Teachers and Instructional Coaches

Coaching Virtually to Support Professional Learning

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