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dc.contributor.authorDuffy, Michelle A.
dc.contributor.authorMazzye, Doreen L.
dc.contributor.authorStorie, Michelle
dc.contributor.authorLamb, Richard L.
dc.date.accessioned2024-02-05T14:21:48Z
dc.date.available2024-02-05T14:21:48Z
dc.date.issued2024-01-02
dc.identifier.citationDuffy, M. A., Mazzye, D. L., Storie, M., & Lamb, R. L. (2024). Professional development and coaching in the science of reading: Impacts on oral reading fluency in comparison to national norms. International Journal of Instruction, 17(1), 533-558.en_US
dc.identifier.doihttps://doi.org/10.29333/iji.2024.17128a
dc.identifier.urihttp://hdl.handle.net/20.500.12648/14079
dc.description.abstractThe purpose of this 5-year longitudinal study was to examine the rate of growth of oral reading fluency (ORF) scores in response to professional development and coaching related to the Science of Reading (SoR) in one urban public school district in the northeast United States. A non-random sample of all grade 1-5 students (n=434) enrolled in the school over a five-year period was used. Analysis of the growth in ORF scores was conducted using a latent growth curve analysis within a structural equation model framework. This model allowed comparison of growth between the sample and established national norms. Results indicate that across the grades over time, the sample demonstrated significantly greater growth (9%) when compared to the national norms (6%), despite interrupted instruction due to the covid-19 pandemic. These results suggest that repeated Professional Development (PD) and ongoing coaching to implement the SoR can lead to longterm growth in student ORF. The implications support SoR as an effective instructional framework which may mitigate against loss of instructional time in the classroom and serve as a protective factor against school interruptions, especially for at-risk learners.en_US
dc.language.isoen_USen_US
dc.publisherInternational Journal of Instructionen_US
dc.relation.urlhttps://www.e-iji.net/dosyalar/iji_2024_1_28.pdfen_US
dc.rightsAttribution-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nd/4.0/*
dc.subjectEducationen_US
dc.subjectScience of Readingen_US
dc.subjectOral Readingen_US
dc.subjectTeacher Coachingen_US
dc.subjectTeacheren_US
dc.subjectProfessional Developmenten_US
dc.titleProfessional development and coaching in the science of reading: Impacts on oral reading fluency in comparison to national normsen_US
dc.typeArticle/Reviewen_US
dc.description.versionAMen_US
refterms.dateFOA2024-02-05T14:21:50Z
dc.description.institutionSUNY Oswegoen_US
dc.description.departmentDepartment of Curriculum & Instruction, School of Educationen_US
dc.description.degreelevelN/Aen_US


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Attribution-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International