[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591124-105":59,"doc-detail-591124-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","coaching-for-early-literacy-support-training-ost-staff-to-meet-the-needs-of-diverse-learners","Coaching for Early Literacy Support - Training OST Staff to Meet the Needs of Diverse Learners","","The document examines how professional development coaching can strengthen early literacy support for out-of-school time (OST) staff working with diverse learners, particularly in grades K to 3. It describes why OST staff may struggle to apply evidence-based practices and how instructional design can address cognitive load to reduce overload and maximize learning. The article also reviews research linking coaching to improved teaching practices and student outcomes, and outlines online professional development components for coaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/coaching-for-early-literacy-support-training-ost-staff-to-meet-the-needs-of-diverse-learners/591124/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/coaching-for-early-literacy-support-training-ost-staff-to-meet-the-needs-of-diverse-learners/591124.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do OST staff need coaching for early literacy support?","Question",{"text":112,"@type":113},"OST staff may not know how to deliver evidence-based practices or differentiate activities for diverse learners. Coaching helps translate new knowledge into improved instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does cognitive load relate to learning in OST literacy activities?",{"text":117,"@type":113},"Cognitive load includes long-term memory information and temporary working memory information. When working memory is overloaded, learning is hindered, so intentional instructional design can compensate.",{"name":119,"@type":110,"acceptedAnswer":120},"What research does the document cite about coaching effectiveness?",{"text":121,"@type":113},"It references studies where coaching as professional development improved instruction and student achievement, and where ongoing coaching improved OST program quality and implementation of positive behavioral supports.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591124,1792210980,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Coaching for Early Literacy Support  \nTraining OST Staff to Meet the Needs of Diverse Learners  \nLori Severino, Sinead Meehan, & Lauren Fegely  \nMany out-of-school time (OST) sites are incorporating literacy time in their programming to capitalize on the benefits associated with literacy instruction (Pelatti & Piasta, 2017) . Afterschool is a perfect opportunity to foster a love of reading in children. Expanded learning in afterschool programs can make a difference in both short-term and long-term academic outcomes (Vandell, 2012) .  \nHowever, OST staff may not know how to deliver evidence-based practices and meet the needs of diverse learners. In addition to understanding the behavioral and social needs of the children, OST staff should consider how to differentiate activities based  \non children’s cognitive load. Cognitive load involves permanent information stored in long-term memory and temporary information stored in working memory. When working memory is overloaded, learning is hindered (Kalyuga, 2011) . Intentional OST instructional design and programming can compensate for cognitive overload and maximize student learning (Kalyuga, 2011) .  \nCoaching through professional development op-  \nLORI SEVERINO, EdD, is an assistant professor at Drexel University. Before joining the Drexel faculty, she was a public school special education teacher for 26 years. She presents nationally and internationally on teacher training, literacy, and dyslexia.  \nSINEAD MEEHAN is a doctoral student at Drexel anda research assistant in the McNichol Early Childhood Education Lab and the Informal Learning Linking Science and Technology Lab. Her interests include STEM education, teacher preparation, and professional development.  \nLAUREN FEGELY is a public school teacher. Her research interests include literacy and social justice issues.  \nportunities can positively impact education. In one study, when coaching was implemented as professional development in a school setting, it had large positive effects on instruction and smaller positive effects on student achievement (Kraft et al. , 2018) . A successful summer program achieved significant gains in reading achievement through both pre-program professional development focused on child development and construction of engaging instruction (Rasco et al. , 2013) .  \nProfessional development for coaches enables them to improve their ability to create a productive learning environment, which they can then pass on to frontline educators. This article outlines the creation and content of a professional development program in early literacy that was delivered to coaches who work with OST staff. The training content focused on meeting the literacy needs of diverse learners, grades K to 3, in one city’s OST programs. To design the training, we consulted with the coaches who would be trained to learn about their own needs and the needs of the program staff they would be supporting.  \nBackground  \nSignificance of Coaches  \nIn schools, coaches have been used to improve nonacademic practices such as classroom management (Sprick et al. , 2006) . Coaching has been linked to improved teaching practices, student learning, teacher collaboration (Guinney, 2001; Neufeld & Roper, 2003), teacher attitudes, skill transfer, feelings of effectiveness, and student achievement (Cornett & Knight, 2009) . One common coaching approach to foster teacher growthis a continuous cycle of observation, reflection, feedback, and action (Knight, 2011) . Professional development opportunities that offer coaching can be used to teach new skills or content knowledge (Kretlow & Bartholomew, 2010) . The difficulty with standalone professional development activities is that they often fail to produce systematic improvements at scale (Harris & Sass, 2011) . Coaching can address this issue by helping to transform new knowledge into improved instruction (Kraft et al. , 2018) .  \nResearch on professional development with coaching has concentrat","cbCaioVwDOEkVVOT","https://ap.wps.com/l/cbCaioVwDOEkVVOT","pdf",293532,11,"English","# Coaching for Early Literacy Support\n## Training OST Staff to Meet the Needs of Diverse Learners\n## Background\n## Significance of Coaches\n## Research on Professional Development with Coaching\n## Effectiveness of Online Professional Development for Coaches","[{\"question\":\"Why do OST staff need coaching for early literacy support?\",\"answer\":\"OST staff may not know how to deliver evidence-based practices or differentiate activities for diverse learners. Coaching helps translate new knowledge into improved instruction.\"},{\"question\":\"How does cognitive load relate to learning in OST literacy activities?\",\"answer\":\"Cognitive load includes long-term memory information and temporary working memory information. When working memory is overloaded, learning is hindered, so intentional instructional design can compensate.\"},{\"question\":\"What research does the document cite about coaching effectiveness?\",\"answer\":\"It references studies where coaching as professional development improved instruction and student achievement, and where ongoing coaching improved OST program quality and implementation of positive behavioral supports.\"}]","Coaching for Early Literacy Support - Training OST Staff to Meet the Needs of Diverse Learners | PDF",1792071173,28]