Analyzing the Role of Fidelity of RTI Tier 2 Reading Intervention in Spanish Kindergarten and First Grade Students

Autor/inn/en	Jiménez, Juan E.; Gutiérrez, Nuria; de León, Sara C.
Titel	Analyzing the Role of Fidelity of RTI Tier 2 Reading Intervention in Spanish Kindergarten and First Grade Students
Quelle	In: Annals of Dyslexia, 71 (2021) 1, S.28-49 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiménez, Juan E.) ORCID (Gutiérrez, Nuria) ORCID (de León, Sara C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-021-00221-5
Schlagwörter	Fidelity; Response to Intervention; Kindergarten; Elementary School Students; Grade 1; At Risk Students; Reading Difficulties; Reading Tests; Reading Achievement; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Lesetest; Leseleistung; Ausland; Spanien
Abstract	This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the same intervention with medium fidelity, and an at-risk control group that did not receive a Tier 2 intervention. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. Hierarchical linear modeling analyses were conducted to explore differences in growth rate. The at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition, and specifically when the intervention was delivered with a high degree of fidelity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01