Literaturnachweis - Detailanzeige
| Autor/inn/en | Fogarty, Melissa; Oslund, Eric; Simmons, Deborah; Davis, John; Simmons, Leslie; Anderson, Leah; Clemens, Nathan; Roberts, Greg |
|---|---|
| Titel | Examining the Effectiveness of a Multicomponent Reading Comprehension Intervention in Middle Schools: A Focus on Treatment Fidelity |
| Quelle | In: Educational Psychology Review, 26 (2014) 3, S.425-449 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-726X |
| DOI | 10.1007/s10648-014-9270-6 |
| Schlagwörter | Reading Comprehension; Intervention; Fidelity; Factor Analysis; Correlation; Middle School Students; English; Language Arts; Educational Quality; Instructional Effectiveness; Teaching Methods |
| Abstract | In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program differentiation, and student responsiveness. The study was conducted in three schools, involving 14 teachers and 859 students. English language arts classes were randomly assigned to the Comprehension Circuit Training intervention (n?=?30) or typical practice comparison (n?=?31) conditions, and all teachers taught in both conditions. Findings indicated that there was no reliable difference between the intervention and typical practice groups on standardized or researcher-developed proximal measures. To investigate the relationship between fidelity and student outcomes, we conducted a confirmatory factor analysis (CFA) to determine the relation of the indicators to a latent fidelity factor. Results of the CFA revealed a single fidelity factor composed of the adherence, quality, dosage, student responsiveness, and program differentiation variables. The fidelity factor was statistically significantly related to outcomes on a standardized comprehension measure (??= .86, p?<?0.01) and a narrative measure (??=?0.52, p?<?0.01). Results underscore the need to consider the complexity of implementing multicomponent interventions in middle schools and the importance of measuring multiple dimensions of the implementation of fidelity. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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