Special Education Teacher Perceptions of Effectiveness and Knowledge in Literacy Instruction: Implications of Literacy Coaching

Students with reading disabilities need explicit and systematic instruction provided by teachers knowledgeable in effective literacy instruction (Foorman & Torgesen, 2001; Moats, 1999; Piasta, Connor, Fishman, & Morrison, 2009). The National Reading Panel report (2000) outlines five areas necessary for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Knowledge in these five areas is imperative to providing explicit instruction for students’ struggling with reading (IDA, 2010; Moats, 1999). However, special education teachers often report being ill-prepared to provide the necessary instruction needed by students with reading disabilities (Amendum, 2014; Kennedy & Sheil, 2010).Literacy coaching is an effective form of professional development which supports teachers in classroom literacy instruction (ILA, 2015a). It has shown to improve teachers’ knowledge and understanding of literacy; furthermore, this knowledge and understanding impacts student achievement (Amendum, 2014; Kennedy & Sheil, 2010). However, there was limited research found on the impact of literacy coaching for teachers of students with reading disabilities.The study explored relationships perceived knowledge and confidence levels of effective literacy instruction for students with reading disabilities. Correlational analysis using additional variables was employed. These variables included grade levels taught and years of experience teaching students with reading disabilities. Additionally, the study explored professional development opportunities reported by participants which impacted current perceived knowledge and confidence levels in the theory and practice for effective literacy instruction for students with reading disabilities. Furthermore, the study examined the relationships between participants receiving literacy coaching and those without literacy coaching and perceived knowledge and confidence levels in the theory and practice necessary to grow in literacy acquisition.The results of the study revealed literacy coaching impacts participants’ knowledge and confidence in the theory and practice of effective literacy instruction for students with reading disabilities. Participants with literacy coaching are more likely to perceive themselves as knowledgeable and confident in the theory of literacy instruction as outlined by the National Reading Panel report (2000). However, the practice of explicit instruction was statistically different in reported knowledge and confidence levels of participants than knowledge and confidence in theory outlined by the National Reading Panel report (2000). Furthermore, participants indicated professional development and literacy coaching provided the greatest impact on the current perceived knowledge and confidence.