Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency-Based Interventions for Struggling Readers in Sixth Grade

Autor/inn/en	Crone, Deanne A.; Stoolmiller, Michael; Baker, Scott K.; Fien, Hank; Turtura, Jessica; Strand Cary, Mari; Kennedy, Patrick C.; Nelson, Nancy; Kame'enui, Edward J.
Titel	Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency-Based Interventions for Struggling Readers in Sixth Grade
Quelle	In: Assessment for Effective Intervention, 44 (2019) 3, S.147-159 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508418756730
Schlagwörter	Theory Practice Relationship; Research and Development; Grade 6; Middle School Students; School Districts; Board of Education Policy; Intervention; Reading Difficulties; Program Evaluation; Evidence Based Practice; Program Effectiveness; Outcome Measures; Reading Improvement; Superintendents; Reading Fluency; Reading Tests; Measurement; Statewide Planning; At Risk Students; Progress Monitoring; Research Design + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Forschung und Entwicklung; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School district; Schulbezirk; Reading difficulty; Leseschwierigkeit; Programme evaluation; Programmevaluation; Schulrat; Lesetest; Messverfahren; Planwirtschaft; Forschungsdesign
Abstract	We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression discontinuity was used to evaluate intervention impact. The study contributes to the field by demonstrating (a) the importance of conducting rigorous evaluations of existing school interventions to understand the true impact of evidence-based practices when implemented under local circumstances and constraints, and (b) the use of regression discontinuity as an evaluation design is feasible within typical school settings. Implications for the study are discussed, especially in terms of providing a model for evaluation of LEA-driven interventions in the middle grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01