THE IMPACT OF PROFESSIONAL DEVELOPMENT PROGRAMS OF TEACHERS ON THE READING SKILLS OF PRIMARY SCHOOL STUDENTS: A META-ANALYTIC STUDY

Abstract

The current meta-analysis evaluated the impact of teacher professional development programs (TPDP) on student reading skills for non-struggling readers and struggling readers from the preparatory grade to the fourth grade in general education. We analyzed 15 randomized controlled trials and quasi-experimental studies that focused on professional development of primary school teachers and measured code-focused, meaning-focused, or general reading skills at primary school students level. We also explored if the elements of study design, characteristics of the participants, features of the TPDP, outcomes measured, or context of the study are potential moderators of the effects. Results indicate that TPDP have a statistically non-significant general effect size (k = 15, d = 0.068, SE = 0.049, Z = 1.394, p = .162) but a significantly small effect size (d = 0.201, SE = 0.078, Z = 2.574, p = .010) in the case of fourth grade students. We did not identify publication bias. Classical programs rather than hybrid programs (that also include coaching, mentoring, or feedback sessions) as well as a smaller number of program sessions seem to be more effective. Future research is necessary to identify effective features of TPDP and the impact on the teachers’ teaching skills.