In reading intervention research, implementation fidelity is assumed to be positively related to student outcomes, but the methods used to measure fidelity are often treated as an afterthought. Fidelity has been conceptualized and measured in many different ways, suggesting a lack of construct validity. One aspect of construct validity is the…

Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self-regulated strategy development (SRSD) model. However, there is limited…

Background/Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). One report suggests more than one-third of fourth-grade students cannot read at a basic level and access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et…

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…

Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…

The 3-year Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program (Pilot) began in 2015-16 (Year 1) with the kindergarten class of 2015-16 (Cohort 1). In 2016-17 (Year 2), the Pilot was implemented with Cohort 1 students, now in first grade, and a second cohort of kindergarteners (Cohort 2). A third cohort will be added in…

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…

In 2013-14, the Wake County Public School System (WCPSS) launched Achieve3000 as a randomized controlled trial in 16 elementary schools. Achieve3000 is an early literacy program that differentiates non-fiction reading passages based on individual students' Lexile scores. Twoyear results show that Achieve3000 did not have a significant impact on…

Treatment integrity is the degree to which an intervention is implemented as designed and is critical for concluding whether the intervention is responsible for treatment outcomes. This study aimed to add to the integrity literature by examining graphed performance feedback alone and in conjunction with verbal performance feedback for increasing…

Following the Department of Education's announcement of the $3.5 billion in Title I funding, 831 of the nation's "persistently lowest-achieving schools" received federal funding during the 2010-11 school year to embark on significant change in the form of a School Improvement Grant (U.S. Department of Education, 2010). The Department of…

In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…

The National Association of State Directors of Special Education (NASDSE, 2005) defines response to intervention (RTI) as the practice of providing high-quality instruction and intervention based on a student's needs, changing instruction and/or goals through frequent monitoring of progress, and applying the student response data to important…

Low literacy is a challenge facing Indigenous communities across North America and is an identified barrier to school success. Early literacy intervention is an important target to reduce the discrepancies in literacy outcomes. The Moe the Mouse® Speech and Language Development Program (Gardner & Chesterman, 2006) is a cultural curriculum…

This report summarizes evaluation results for an efficacy study of the Leveled Literacy Intervention system (LLI) implemented in Tift County Schools (TCS) in Georgia and the Enlarged City School District of Middletown (ECSDM) in New York during the 2009-2010 school year. Developed by Fountas & Pinnell (2009) and published by Heinemann, LLI is…