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Direct linkWang, Jiayi; Begeny, John C.; Durling, Jesslyn M.; Newson, Natasha K. – Psychology in the Schools, 2023
Intervention fidelity is crucial in ensuring efficient and quality support for students in need. Some coaching strategies have evidenced positive impacts on intervention fidelity and virtual coaching has been emerging in recent years, especially during the COVID-19 pandemic. However, current literature is still limited in examining the effects of…
Descriptors: Coaching (Performance), Computer Mediated Communication, Intervention, Fidelity
Begeny, John C.; Codding, Robin S.; Wang, Jiayi; Hida, Rahma M.; Patterson, Sierra L.; Kessler, Sarah; Fields-Turner, Felicia; Ramos, Kimberly A. – Psychology in the Schools, 2020
More than half of students in the USA perform below a proficient level in math. Although evidence suggests that intervention in elementary school is critical to supporting struggling learners, and there are several research-supported instructional practices to support students with math difficulties, the existing research is limited with regard to…
Descriptors: Program Effectiveness, Student Motivation, Mathematics Instruction, Intervention
Begeny, John C.; Levy, Rebecca A.; Field, Stacey A. – Journal of Applied School Psychology, 2018
Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every…
Descriptors: Small Group Instruction, Reading Improvement, Reading Fluency, Reading Skills
Vess, Sarah F.; Begeny, John C.; Norwalk, Kate E.; Ankney, Robyn N. – Journal of Applied School Psychology, 2018
This randomized study evaluated two evidence-based reading interventions with 121 middle school students who presented with reading fluency deficits. One intervention was teacher-directed and utilized numerous evidence-based strategies; the other intervention, the Helping Early Literacy with Practice Strategies for Small Groups Program, provided a…
Descriptors: Middle School Students, Reading Fluency, Reading Instruction, Intervention
Begeny, John C. – School Psychology International, 2019
Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This…
Descriptors: Reading Instruction, Teaching Methods, Foreign Countries, Grade 3
Begeny, John C.; Yeager, Abigail; Martinez, Rebecca S. – Journal of Behavioral Education, 2012
This study compared children's Spanish reading performance across 2 reading intervention conditions: small group versus individual (teacher-student). Six second-grade Costa Rican students with low Spanish reading ability participated in the study. An alternating-treatments design was used to compare the relative effectiveness of the 2…
Descriptors: Intervention, Reading Fluency, Reading Improvement, Program Effectiveness
Ross, Sarah G.; Begeny, John C. – Psychology in the Schools, 2011
Reading fluency is a critical yet commonly neglected component of early reading instruction. For the large percentage of English language learners (ELLs) who are struggling with or at risk for reading difficulties, there is insufficient research available to help educators implement time-efficient interventions with these students. Using an…
Descriptors: Reading Difficulties, Hispanic American Students, Intervention, Reading Fluency
