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Professional development (PD) of teachers working with students in the first years of learning to read is a privileged way of preventing initial reading difficulties and its effects in the long and short term. This research studies the effects of PD in student reading performance, although the results are not conclusive with regard to which PD format is more adequate. The objective of this study is to determine which modality (face-to-face with a coach vs. without a coach) and intensity (number of contact hours) of PD are more efficient in achieving fluency improvement in student performance in the code-focussed skills in the first years of learning to read. Both pre-schoolers and their teachers took part in the study with a quasi-experimental pre-test post-test design. The experimental group (n = 71) was provided literacy instruction from teachers (n = 8) who received 40 h of face-to-face training with a coach and the control group (n = 29) was provided literacy instruction from teachers (n = 8) who received only 8 h of initial training (without coaching). The results showed significant intra-group improvements with a large reduction in students at risk for reading difficulties. No significant differences were obtained between groups in reading performance. This suggests greater efficiency in a lower intensity format of PD without a coach in the development of code-focussed skills. The study considers the need to adequately assess reading ability in the light of attitude and motivation of teachers as variables which influence the efficiency of PD.

reading and writing

The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes