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<p>This study proposes that teachers’ reading comprehension knowledge is multifaceted, consisting of identification-based and construction-based dimensions, and that effective professional development (PD) should improve both. We evaluated a PD program including an online workshop and in-person coaching aimed at enhancing these two dimensions and recruited 184 Grade 4 and 5 teachers from six districts in Arkansas, Texas, and Utah&#xa0;in the&#xa0;United States. These teachers used various reading comprehension curricula. The online workshop helped teachers learn about top-level–structure-based reading comprehension instruction, followed by scaffolded peer practice. Teachers then applied this instruction in classrooms and received follow-up coaching. Teacher knowledge was measured through an identification-based assessment, the vocabulary and comprehension knowledge survey, and a construction-based generative assessment using a main idea writing task. Latent class and transition analysis were used to examine how teacher knowledge changed across both knowledge dimensions. Results revealed three latent classes: Weak Overall, Strong Overall, and Weak in Solution and Organization. Teachers in the treatment group who initially were classified as Weak in Solution and Organization, typically linked to construction-based knowledge, had a higher chance of becoming Strong Overall compared to those in the control group (OR = 5.69, <i>p</i> &lt; .001). Although some teachers did not respond to the online workshop, more teachers in the treatment group transitioned to stronger knowledge after in-person coaching, compared to the control group (OR = 2.90, <i>p</i> &lt; .05). These findings emphasize the importance of providing a simulated, resource-rich, and sustainable environment for teachers to apply evidence-based practices and enhance their knowledge.</p>

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Heterogeneity in teacher knowledge growth across reading comprehension dimensions following professional development: a latent class and transition analysis

  • 期刊论文

  • 发表日期：

    2026年3月18日

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  • Shuai Zhang,
  • Kausalai Kay Wijekumar

摘要

This study proposes that teachers’ reading comprehension knowledge is multifaceted, consisting of identification-based and construction-based dimensions, and that effective professional development (PD) should improve both. We evaluated a PD program including an online workshop and in-person coaching aimed at enhancing these two dimensions and recruited 184 Grade 4 and 5 teachers from six districts in Arkansas, Texas, and Utah in the United States. These teachers used various reading comprehension curricula. The online workshop helped teachers learn about top-level–structure-based reading comprehension instruction, followed by scaffolded peer practice. Teachers then applied this instruction in classrooms and received follow-up coaching. Teacher knowledge was measured through an identification-based assessment, the vocabulary and comprehension knowledge survey, and a construction-based generative assessment using a main idea writing task. Latent class and transition analysis were used to examine how teacher knowledge changed across both knowledge dimensions. Results revealed three latent classes: Weak Overall, Strong Overall, and Weak in Solution and Organization. Teachers in the treatment group who initially were classified as Weak in Solution and Organization, typically linked to construction-based knowledge, had a higher chance of becoming Strong Overall compared to those in the control group (OR = 5.69, p < .001). Although some teachers did not respond to the online workshop, more teachers in the treatment group transitioned to stronger knowledge after in-person coaching, compared to the control group (OR = 2.90, p < .05). These findings emphasize the importance of providing a simulated, resource-rich, and sustainable environment for teachers to apply evidence-based practices and enhance their knowledge.