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Direct linkCara M. Bliss; Courtenay A. Barrett – Psychology in the Schools, 2025
School psychologists have the potential to improve students' reading skills by helping schools select evidence-based programs and then supporting their implementation. Blended learning offers a flexible implementation format to address long-standing challenges implementing and scaling reading programs in schools. The purpose of this study was to…
Descriptors: Blended Learning, Reading Programs, Intervention, Fidelity
Cuticelli, Mari; Collier-Meek, Melissa; Coyne, Michael – Psychology in the Schools, 2016
Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research-based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to…
Descriptors: Reading Instruction, Reading Achievement, Reading Difficulties, Reading Programs
Begeny, John C.; Easton, Julia E.; Upright, James J.; Tunstall, Kali R.; Ehrenbock, Cassia A. – Psychology in the Schools, 2014
Within the realm of school-based interventions, implementation integrity is important for practical, legal, and ethical purposes. Unfortunately, evidence suggests that proper monitoring of implementation integrity is often absent from both research and practice. School psychology practitioners and researchers have reported that a major barrier to…
Descriptors: Program Implementation, Fidelity, Intervention, Reading Programs
