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Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers
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Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Grantee Submission, 2024
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…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
Unpacking Implementation: Fidelity and Barriers to Implementation of a Kindergarten Reading Intervention by Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Elementary School Journal, 2024
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…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
Educators' Implementation and Use of Social and Emotional Learning Early in the COVID-19 Pandemic
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Zieher, Almut K.; Cipriano, Christina; Meyer, Joanna L.; Strambler, Michael J. – School Psychology, 2021
The coronavirus disease of 2019 (COVID-19) has had multifaceted effects on students, their families, and the educators who support their learning. Early in the COVID-19 pandemic, one of the most notable changes for schools was the sudden move to distance learning--an unprecedented disruption to academic, social, and emotional instruction. Social…
Descriptors: Social Emotional Learning, COVID-19, Pandemics, Distance Education