Content area
Abstract
The purpose of this study was to evaluate the influence of in-situational coaching on the reading success of English Language Learners. This study was conducted using a quantitative research design to analyze summative assessment data related to the reading success of English Language Learners in a sample from an identified population. Quantitative data was collected from students in eight fifth-grade classes, at schools from two small rural school districts in California. The results on a summative test were analyzed and compared to determine differences in rates of success. The theoretical framework for this study centered around the following topics related to instruction: staff development for teachers, models for instructional coaching, strategies to support English language learners, and reading success rates among students who are limited in their English language proficiency. The study evaluated to what extent in-situational coaching influenced reading success for English Language Learners. Data from a standards-based summative test was collected and analyzed to determine the influence of instructional coaching on the reading achievement success of students. An analysis of the data demonstrated a statistically significant difference of 0.001 in the reading achievement of English Language Learners whose teachers experienced in-situational coaching. The null hypothesis that there is no difference in the reading achievement of English Language Learners whose teachers receive in-situational coaching was rejected. The results from this quantitative research study highlight the need for further research on the influence of job-embedded staff development in the form of in-situational coaching with longitudinal implementation of a greater scope within a school or district level, and with consideration of all academic content areas and standards.
