Publications | July 2024
Abstract: Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention (Reading RULES! Kindergarten; RRK) and its promise to improve outcomes for kindergarten students (n = 92) at risk of reading difficulties. Participating teachers (n = 21) were randomly assigned to deliver RRK or business-as-usual instruction. Although the results suggest null treatment effects, the intervention appears to have promising effects on students’ word-reading skills when implemented with sufficient dosage. However, most teachers in the study struggled to implement the intervention with sufficient dosage and adherence, citing systems-level barriers to implementation such as insufficient time. The results suggest teachers may need more systems-level support to ensure the intensity of instruction required to improve the early reading skills of students at risk for reading difficulties.
Published: July 17, 2024
Publication: The Elementary School Journal
CLI Authors: Michael P. Mesa, PhD, Tricia Zucker, PhD, and Yoonkyung Oh, PhD
Citation: Mesa, M. P., Hall, C., Zucker, T., Dahl-Leonard, K., Oh, Y., & Denton, C. (2024). Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers. The Elementary School Journal, 125(1), 77-105.
DOI: https://doi.org/10.1086/731257