Integrating evidence-based reading practices into middle-school content instruction: exploring a facet of sustainability

Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms

“…The finding can also be discussed with regard to the relationship between implementation fidelity and student outcomes. While implementation fidelity has traditionally been viewed as a prerequisite of intervention success (Durlak & DuPre, 2008), recent studies have pointed to the need of additional indicators of how interventions are integrated into existing teacher practices (Kim et al, 2017;Moore et al, 2019).…”

“…An in-depth study of how teachers integrated a reading comprehension intervention with the content of instruction (Moore et al, 2019) showed that teachers who were deemed to have a high degree of implementation fidelity only moderately integrated the instructional approach with the content of instruction. For these teachers the intervention was rather an "add-on" than an integrated part of their teaching (Moore et al, 2019).…”

“…An in-depth study of how teachers integrated a reading comprehension intervention with the content of instruction (Moore et al, 2019) showed that teachers who were deemed to have a high degree of implementation fidelity only moderately integrated the instructional approach with the content of instruction. For these teachers the intervention was rather an "add-on" than an integrated part of their teaching (Moore et al, 2019). Thus, another possible explanation of the counterintuitive finding in the study is that teachers who devoted time to implementing all the components of the CL-RC approach, supportive of group work, had less time to integrate it with the content of instruction and their existing routines.…”

“…The researchers hypothesised that these unexpected results could be attributed to this teacher's experience and instructional skills. Moore et al (2019) studied teacher implementation of a reading comprehension intervention in relation to integration of the intervention with the content of instruction. The researchers found that teachers who implemented the intervention with a high degree of fidelity did not actually integrate it with the content of instruction.…”