School districts are hiring literacy coaches to provide professional development and followup support for teachers as a means to improve teacher effectiveness and student achievement in reading. A paucity of research exists reflecting a clear analysis of the factors which can be used to determine the effectiveness of a coach. According to a survey conducted by Roller (2006), few districts follow standards developed by the International Reading Association (2003) related to qualifications and experience. This lack of consistency in the training required could influence the effectiveness of the coach. The purpose of the study was to determine the effectiveness of coaches as perceived by administrators, teachers, and the coaches themselves, and to understand the factors that contributed to this effectiveness. In this study, coaches, teachers, and school administrators completed a survey entitled Survey of Perceived Effectiveness of the Literacy Coach (SPELC) to determine how the effectiveness of the coach was perceived by all three groups. Factors predicting the self-rated effectiveness of the coaches were determined. The coaches were also surveyed to collect information on their background and the extent of training they received in the area of literacy coaching to examine the influence these factors had on their perceptions of effectiveness. The sample of participants (n=487) consisted of 54 administrators, 242 teachers, and 191 coaches. The Literacy Coach Perceived Effectiveness Scale (LCES) was developed to measure perceptions of effectiveness using scores derived from 22 items. The SPELC was used to collect data from the participants to compare the effectiveness ratings of literacy coaches. Teachers ix rated the effectiveness of coaches significantly lower (score of 42) than administrators (score of 50.6). Literacy coaches’ perception of their effectiveness was similar to that of the administrators (score of 52.2) The self-reported effectiveness of coaches was used to determine the factors that predicted high perceptions of effectiveness. The two factors of overriding importance were years of coaching experience and university-level training in topics related to literacy coaching. Overall, the findings show the importance of advanced education in reading education in determining the perception of effectiveness of a literacy coach.

The focus of this research was to investigate and clarify the daily work lives of elementary reading coaches in central Florida by studying their background, academic and professional experiences. The beliefs and perceptions of the reading coaches on factors that influence reading achievement were examined. The responses from 96 participating elementary reading coaches were used to investigate (a) the relationship between demographic information, professional experiences, and academic background of the reading coach, (b) the percentage of time reading coaches engaged in specific coaching activities, and (c) the linkage between coaching activities and change in the Florida Comprehensive Assessment Test developmental scale scores. Data from a web-based survey and personal interviews were used to collect pertinent data to understand the daily work lives of the elementary reading coaches and bring awareness to perceptions, successes and hindrances to the role and the impact on reading achievement. Descriptive statistics were used to present demographic, professional and academic information about the reading coaches. Multiple regression analyses were performed using time allocated to coaching activities and the change in reading achievement to determine existing relationships. Developmental scale score change was examined from the baseline year to the third year. Qualitative analyses were used to determine reading coach themes from the survey responses. Participant profiles, calling on the tenets of case study methodology, were developed based on the triangulated data. Narrative descriptions of coaching data for the participant profiles were organized by years of teaching experience of the reading coach. ii The results of the study indicated that reading coaches perceived coach-teacher collaboration to be the most influential activity affecting reading achievement. This perception was not congruent with finding of time spent and change on reading achievement. Recommendations were presented including a formalized understanding of the daily work lives of reading coaches by school districts, administrators and the reading coaches themselves.

The purpose of this qualitative study was to discover the literacy coach's tasks and qualities teachers valued the most and which qualities they valued the least. Knowing those precepts might help one to become a more efficient and valuable resource for both classroom teachers and principals. School visits, focus group interviews, individual interviews, interviews with each principal, and documents from the 3 southwest Virginia schools in 2 districts provided the data for analysis. Teachers' and principals' perspectives of literacy coaching explained both the desirable and undesirable practices and techniques. The 3 schools had been swept into a change process when they received Virginia Reading First funding. They were required to use only scientifically based reading researched programs and strategies. Teachers were required to use new programs, change their instructional practices, use data to drive instruction, restructure their schedules, and rearrange their classrooms. They were required to participate in more staff development and training opportunities. They learned to look at student data and use them to drive their instruction to meet the specific needs of certain students. They learned to use data to assess their own professional strengths and weaknesses and then take action to improve it. The need for change and an effective change agent emerged as teachers needed to match their skills to the increased demands. Research data inspired the recommendations for becoming an effective literacy coach.

The purpose of this study was to explore and document the various roles of Virginia's Reading First reading coaches. The goal of Reading First is to ensure that all students learn to read at grade level or above by the end of third grade. Because of No Child Left Behind legislation and the mandates set forth by Reading First, reading coaches are in demand. In order to gain an understanding of the roles and responsibilities of reading coaches, this study was based on qualitative methodology. Specifically, the data collection consisted of a self-administered survey sent to Virginia's 95 Reading First reading coaches. The data revealed that the majority of Virginia's Reading First reading coaches had K-3 teaching experience and reading specialist certification. Reading coaches perceived that they are impacting reading teachers' practices. Furthermore, reading coaches indicated they are supported by the principal, LEA, and state level Reading First reading specialists. As a result of this study, it is recommended that additional studies involving the effect of reading coaches on school-wide reading achievement be conducted. Similarly, additional research concerning the best type of professional development to assist reading coaches in their positions is warranted. Additional research is needed to determine if there is a difference in reading coaches' effectiveness on teacher practice when they have support from state-level reading experts compared to those without such support

The dissertation is a study to determine which program, Reading First or Bay State Reading Initiative, will demonstrate the greatest gains in reading for students in grades K-3 using a 3-Tier Reading Model. The findings from this study are intended to provide pertinent information on which best practices work in increasing student achievement for reading. Education reform continues to be a hot topic at all levels within the United States. With the spending of billions of federals, state and local dollars, the persistent talk of accountability is ongoing. Since NCLB inception, the year 2014 when all students need to reach proficiency in statewide standardized tests in mathematics and reading, continues to be a threatening time period. With each state setting its own definition and determination of what proficiency is, it is measured by the Adequate Yearly Progress (AYP). This AYP measurement will determine each school’s progress incrementally until it reaches 100% in 2014. 48% of all schools in Massachusetts failed to make their AYP in 2004. It is predicted that by 2014, 90% of schools in Massachusetts will not reach its APY obligation (MassPartners for Public Schools, 2005). With the pursuit of reaching AYP, the search is still on for what best practices work in increasing student achievement. This study utilizes a mixed method research design; including quantitative analysis of the reading scores, a qualitative analysis of teacher and administrator perspective on the effectiveness vii of each program and a financial cost-effectiveness comparison of the two programs. The quantitative research design includes comparing DIBELS and GRADE results of two elementary schools for students in grades K – 3 each of which uses a different reading program. School A uses the Houghton Mifflin Reading Series for their core reading curriculum while School B uses Scott Foresman Reading Street. In addition to comparing the aggregate scores of each school to each other, a number of sub-groups will also be compared. These groups will include low income students (students who receive free and reduced lunch), students with limited English proficiency (LEP), and special education students. Mean comparisons will be utilized to identify which program produces the best results. In order to identify strengthens and weaknesses of each approach a questionnaire will be utilize to obtain this information from teachers and the administrators who took part in implementing both programs. In these times of tight budgets and difficult decisions on how to meet the needs of all students it is imperative that cost effectiveness is examined between the two programs. Which of these two programs will provide the greatest gain? How much will that gain cost? Which program will reap the best results for the least amount of money?

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