Elementary Teachers' Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities

Autor/inn/en	Varghese, Cheryl; Bratsch-Hines, Mary; Aiken, Heather; Vernon-Feagans, Lynne
Titel	Elementary Teachers' Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Quelle	In: Journal of Learning Disabilities, 54 (2021) 6, S.484-496 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Varghese, Cheryl) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219421999844
Schlagwörter	Elementary School Teachers; Intervention; Fidelity; Program Implementation; Reading Instruction; Reading Difficulties; Learning Disabilities; At Risk Students; Faculty Development; Coaching (Performance); Vocabulary Development; Reading Skills; Program Effectiveness; Correlation; Individualized Instruction; Rural Schools; Kindergarten; Grade 1; Emergent Literacy; Elementary School Students; Reading Fluency; Oral Reading; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Reading difficulty; Leseschwierigkeit; Learning handicap; Lernbehinderung; Wortschatzarbeit; Reading skill; Lesefertigkeit; Korrelation; Individualisierender Unterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 01; 1. Schuljahr; Schuljahr 01; Frühleseunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers' years of participation in TRI (1 year vs. 2 years) moderated associations between intervention fidelity and students' reading and oral vocabulary outcomes. Findings suggested that teachers' adherence to TRI strategies was directly associated with students' vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension. (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	2024/1/01