Can Reading Practitioners and Researchers Improve Intensive Reading Support Systems in a Large Urban School System?

Autor/inn/en	Kearns, Devin M.; Walker, Melodee A.; Borges, Jason C.; Duffy, Meghan E.
Titel	Can Reading Practitioners and Researchers Improve Intensive Reading Support Systems in a Large Urban School System?
Quelle	In: Journal of Research in Reading, 45 (2022) 3, S.488-516 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kearns, Devin M.) ORCID (Walker, Melodee A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12406
Schlagwörter	Data Use; Reading Difficulties; Individualized Programs; Cooperation; Educational Researchers; Reading Teachers; Urban Schools; Reading Strategies; Decision Making; Teacher Attitudes; Administrator Attitudes; New York (New York) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Individualisierte Ausbildung; Co-operation; Kooperation; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reading strategy; Leselernstufe; Lesetechnik; Decision-making; Entscheidungsfindung; Lehrerverhalten
Abstract	One way to provide intensive intervention for students with severe and persistent reading difficulties is to use a systematic data-based decision-making process called data-based individualisation (DBI). DBI is a process for identifying needs and aligning them with specialist support. Meta-analyses of DBI studies by university-based researchers have shown positive effects, but university research studies do not involve many of the implementation science-related factors that affect success. This study addresses the dearth of data from practice-based studies that incorporate DBI and was done as a researcher-practitioner collaboration, developed with based on the theory that the collaborators' combined knowledge and skills could produce positive outcomes. Mixed methods were used to examine whether there was evidence of success in implementation DBI conducted through a researcher-practitioner partnership in New York City Public Schools, the largest public school system in the United States. Specifically, data were collected concerning the quality of DBI implementation and changes in teachers' and administrators' perspectives about the value of implementing intensive intervention. Results indicated that district-level implementation met many criteria for effective DBI, that school teams (N = 6) implemented DBI with an overall high level of fidelity (mean score of 4.1 on a 5-point scale) and that teachers and school administrators changed their thinking about intensive intervention as a result of participation in DBI. Stakeholder interview data indicated a high level of social acceptability for DBI implementation. Features of the research-practice partnership thought to have contributed to the success of the project are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01