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More Than Minutes: What Matters for Implementing Literacy Coaching at Scale?
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DOI：10.1080/10888438.2026.2667763.png)
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Abstract
En 中文
Despite widespread adoption of statewide literacy coaching initiatives, large-scale efforts have produced mixed results. Using an implementation science lens, this study examined Michigan’s Read by Grade Three initiative to (1) assess how fidelity to evidence-based content, process, and dosage contribute to instructional growth, and (2) identify distinct implementation profiles.
Participants included 16 coaches and 48 K-3 teachers. Data included 1,330 coaching logs, 16 interviews, and 171 hours of video. Analyses included hierarchical regression, cluster analysis, and thematic analysis.
Teachers demonstrated greater instructional growth when coaches had higher fidelity to evidence-based content and greater use of high-intensity processes. Four implementation profiles emerged, highlighting differences in content, processes, and dosage across contexts. These profiles were shaped by contextual conditions, such as teacher receptivity and coaching caseloads.
Michigan’s coaching initiative was characterized less by uniformity than by coaches’ negotiation of fidelity and adaptation. Findings highlight the importance of creating adaptive, context-responsive coaching in large-scale reforms.
Keywords:
Literacy coaching
Implementation fidelity
Instructional growth
Coaching profiles
Contextual factors
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