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The purpose of this study was to determine if using bug-in-ear (BIE) coaching during preservice teachers’ (PST) guided reading instruction affected their teaching during a subsequent lesson. For this qualitative study, we observed three tutors’ live lessons through Zoom and coached them through a Bluetooth earpiece when their student encountered a point of difficulty in the text. We also interviewed the tutors regarding their experience with the BIE coaching. Holistic, open, and descriptive coding were used to analyze the lesson and interview transcripts. Through analysis, we established that the tutors found the coaching to be helpful, and that they used the coached techniques in their next lesson. The findings from this study have implications for practice in reading clinic settings as well as educator preparation programs in general and are related to technology challenges, human resources, expansion of BIE coaching to other settings, selecting texts for children, and prompting emergent readers.
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Pletcher et al. (2025) studied this question.
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