Language Essentials for Teachers of Reading and Spelling (LETRS) Institute Series and CORE Coaching

This study evaluated two professional development interventions for second grade reading instruction in high-poverty urban schools. Treatment A consisted of an eight-day institute and seminar series (48 hours total) based on LETRS, covering phonemic awareness, phonics, fluency, vocabulary, and comprehension, delivered during summer 2005 and the 2005-2006 school year. Treatment B included the same institute series plus intensive in-school coaching (approximately 60 hours) provided by half-time coaches trained by the Consortium on Reading Excellence (CORE). The interventions targeted second grade teachers in 90 schools across six districts using one of two scientifically-based reading programs. Teachers in treatment groups participated in content-focused professional development emphasizing explicit instruction, guided student practice, and differentiated instruction. Coaches received training through a three-day institute and four on-site follow-up sessions, working with an average of three teachers per school throughout the implementation year.