| Title: |
Improving Literacy Instruction in Co-Taught Middle School Classrooms to Support Reading Comprehension |
| Language: |
English |
| Authors: |
Wexler, Jade; Kearns, Devin M.; Lemons, Christopher J.; Shelton, Alexandra; Pollack, Marney S.; Stapleton, Laura M.; Clancy, Erin; Hogan, Erin; Lyon, Cheryl |
| Source: |
Grantee Submission. 2022 68. |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2022 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324A150181 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Literacy; Middle School Students; Reading Comprehension; Team Teaching; Coaching (Performance); Scores; Content Area Reading; Comparative Analysis; Pedagogical Content Knowledge; Teaching Skills; Reading Tests; Standardized Tests; Instructional Improvement; Teacher Effectiveness; Measures (Individuals); Faculty Development; Teacher Characteristics; Student Characteristics |
| DOI: |
10.1016/j.cedpsych.2021.102040 |
| ISSN: |
0361-476X |
| Abstract: |
We examined the effects of a professional development (PD) with coaching model designed to improve literacy and co-taught instruction for students with and without disabilities in co-taught content-area middle school classes. Eleven co-teaching pairs in nine schools were randomly assigned to the Content Area Literacy Instruction (CALI) condition (n = 7 pairs) or a business-as-usual comparison condition (n = 4 pairs). All 22 teachers individually completed researcher developed pre- and posttests of teacher knowledge and skills and perceived effectiveness of their personal ability and their co-teachers' ability. At pre- and posttest, students (n = 212) completed three measures of reading comprehension. CALI teachers demonstrated significantly higher scores than comparison teachers at posttest on a measure of knowledge and skills, perceived personal effectiveness, and perceived co-teachers' effectiveness. All CALI co-teaching pairs demonstrated high levels of fidelity. Students in the CALI classrooms demonstrated significant gains on an essential aspect of a researcher-developed measure of reading comprehension. However, the treatment effect was non-significant for the two standardized measures of reading comprehension. Results provide initial support for a model in improving teacher instructional outcomes and student academic outcomes. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2022 |
| Accession Number: |
ED618584 |
| Database: |
ERIC |