This dissertation investigated the impact of two different coaching models on student achievement. The data collected was IREAD-3, Indiana's third-grade proficiency assessment tool, and Northwest Evaluation Association (NWEA) assessment data, a formative assessment measuring student growth over time. The study encompassed 13 elementary schools in a suburban district north of Indianapolis, Indiana. Student achievement was analyzed for kindergarten, first-, second-, and third-grade students. Findings indicated that most participating schools demonstrated measurable growth in student literacy, regardless of the coaching model utilized. Notably, schools with full-time coaches exhibited different levels of growth. The research also investigated teacher knowledge of Science of Reading best practice instructional strategies. Teacher surveys revealed a statistically significant increase in educators' understanding of the Science of Reading from the beginning to the end of the academic year. These results underscored the vital role of coaching in enhancing teacher knowledge and expertise and student achievement outcomes. The research findings contributed valuable insights for future educational practices and policies for literacy development and instruction. This research advocated for sustained investment in coaching frameworks to foster a deeper understanding of reading instruction among educators. This work will ultimately lead to improved student academic performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]