A mixed methods study on the intersection of contextual variables with teacher fidelity to the Scott Foresman Reading Program : influences on first grade reading achievement

Lawrence, Camille

doi:10.18130/v30c50

Cited by 1 publication

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“…Similarly, Benner, Nelson, Stage, and Ralston (2011) reported that fidelity of implementation of the Corrective Reading Decoding® program accounted for 22% of the variance in basic reading gains and 18% of the variance for reading comprehension gains. Studies have also shown that teachers' beliefs about their students, their own expertise, autonomy, and time can result in varying degrees of fidelity (Anzo et al, 2011;Lawrence, 2010), which leads to the need to examine teacherlevel variables surrounding fidelity.…”

Section: Definition and Importance Of Fidelity Of Implementationmentioning

confidence: 99%

Teacher Implementation of Evidence-Based Practices in Tier 1

Kretlow

Helf

2013

Teacher Education and Special Education

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Federal mandates more than a decade old require the use of evidence-based practices in schools, and an abundance of meta-analytic evidence for reading instruction exists; however, the long lamented research to practice gap in education gives reason to explore whether this evidence has translated to classrooms. This study examined the extent to which a national sample of kindergarten, first- and second-grade teachers ( n = 534) reported using evidence-based reading curricula. Results indicated that very few curricula teachers used have been evaluated using research designs that meet federal guidelines. In addition, teachers reported supplanting their core reading curricula with other materials. Results of the survey indicate the need, despite a federal push for evidence-based practices, for new models of developing, testing, and disseminating evidence-based curricula.

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Section: Definition and Importance Of Fidelity Of Implementationmentioning

confidence: 99%