The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties

Autor/inn/en	Benner, Gregory J.; Nelson, J. Ron; Stage, Scott A.; Ralston, Nicole C.
Titel	The Influence of Fidelity of Implementation on the Reading Outcomes of Middle School Students Experiencing Reading Difficulties
Quelle	In: Remedial and Special Education, 32 (2011) 1, S.79-88 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510361265
Schlagwörter	Middle School Students; Reading Difficulties; Comprehension; Middle Schools; Intervention; Corrective Reading; Reading Skills; Teaching Methods; Reading Achievement; Adolescents; Literacy; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Verstehen; Verständnis; Leseerziehung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff (n = 21) at three middle schools. Although students receiving the Corrective Reading Decoding strand made statistically significant (p less than 0.001) improvements in their basic reading skills and passage comprehension overall, variations in student gains were found. Overall fidelity of implementation accounted for 22% and 18% of the variance in the gains in basic reading skills and passage comprehension of middle school students with reading difficulties, respectively (p less than 0.05). Two teacher actions, following the lesson format as designed and reteaching lessons when needed, predicted student basic reading and passage comprehension skills above and beyond other teacher actions (p less than 0.05). Results, implications, and limitations are discussed. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10