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Cayla Lussier – ProQuest LLC, 2024
Evidence-based mathematics interventions are critical for supporting students with mathematics difficulties. In research and practice, collecting implementation fidelity is important for ensuring that all the core components of the intervention are implemented as designed. Historically, implementation fidelity has been defined as multi-faceted…
Descriptors: Numeracy, Intervention, Fidelity, Grade 1
Stephanie Al Otaiba; Jennifer Stewart; Wilhelmina van Dijk; Carlin Conner; Dayna Russell Freudenthal; Brenna Rivas; Paul Yovanoff; Jill Allor – Reading and Writing: An Interdisciplinary Journal, 2025
There is limited research about Tier 3 interventions provided during typical school Response to Intervention (RTI) implementation. As part of a larger RTI exploration study designed to focus on students with the most intensive reading needs, our goal was to contrast their Tier 1 core reading instruction with their Tier 3 intervention. Schools…
Descriptors: Response to Intervention, Reading Instruction, Grade 1, Grade 2
Samudre, Mark D.; LeJeune, Lauren M. – Elementary School Journal, 2023
There is an apparent need to identify resource- and time-efficient approaches to supporting teacher implementers of behavioral interventions. The purpose of this study was to evaluate the effectiveness of a brief training and intermittent performance feedback coaching model on teacher implementation of a multicomponent behavioral intervention.…
Descriptors: Coaching (Performance), Program Implementation, Fidelity, Elementary School Teachers
Laura Lynette Gamboa – ProQuest LLC, 2024
Response to Intervention (RtI) implementation has been an issue at a local school district in the United States for several years. Teachers have reported lack of resources and training on the RtI process and minimal support from administration, which have impeded their understanding of the intervention. As a result, students who are receiving RtI…
Descriptors: Response to Intervention, Teaching Experience, Barriers, Kindergarten
Kamika D. Dixon – ProQuest LLC, 2024
The purpose of this study was to examine how the implementation of the Wilson's Language Training program, Fundations, influences the reading growth of first-grade graders. Reading proficiency at the school in this study was quite low at six percent. During the intervention, emphasis was placed on phonemic awareness. The Wilson's Fundations…
Descriptors: Reading Achievement, Low Achievement, Institutional Characteristics, Grade 1
Joyner, Sandra L. – ProQuest LLC, 2022
The problem that prompted this qualitative case study was a continuous below proficiency level performance of the kindergarten through second-grade students in a U.S. Southern state in reading, despite response to intervention (RTI) being implemented since 2011. The purpose of the study was to explore K-2 teachers' perceptions regarding the…
Descriptors: Fidelity, Program Implementation, Response to Intervention, Elementary School Students
Colleen E. Whittingham; Paola Pilonieta; Erin K. Washburn – Reading Teacher, 2024
Evidence-based core instruction partnered with evidence-based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made…
Descriptors: Evidence Based Practice, Intervention, Literacy Education, Special Needs Students
What Works Clearinghouse, 2023
Identifying and supporting students in early elementary grades with low literacy achievement is critical to help them achieve grade-level proficiency and stay on track academically. "Reading Recovery"® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims…
Descriptors: Reading Skills, Writing Skills, Grade 1, Elementary School Students
Jon Quach; Kate Scott; Georgia Dawson; Cecilia Sinclair; Laura Heim; Melissa Siew; Sharon Goldfeld – Australian Education Research Organisation Limited, 2024
Getting it Right from the Start (GIRFTS) is a research study that aims to implement a response to intervention (RTI) framework in early primary school (Foundation and Grade 1) to improve oral language and reading. RTI is a multi-tiered conceptual framework that supports student learning through delivery of high-quality classroom instruction, early…
Descriptors: Foreign Countries, Elementary School Curriculum, Elementary Schools, Educational Change
What Works Clearinghouse, 2023
Identifying and supporting students in early elementary grades with low literacy achievement is critical to help them achieve grade-level proficiency and stay on track academically. "Reading Recovery"® is an intervention that provides one-on-one tutoring to students in grade 1 with low literacy achievement. This supplemental program aims…
Descriptors: Reading Skills, Writing Skills, Grade 1, Elementary School Students
Neuman, Susan B.; Samudra, Preeti; Danielson, Katie – Elementary School Journal, 2021
This study examines the effectiveness of scaling up a vocabulary intervention, pre-K-first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K…
Descriptors: Program Effectiveness, Program Implementation, Vocabulary Development, Intervention
Sandilos, Lia E.; Neugebauer, Sabina R.; DiPerna, James C.; Hart, Susan C.; Lei, Puiwa – School Mental Health, 2023
Social-emotional learning interventions are intended to improve classroom dynamics and have the potential to enhance the well-being of students and their teachers. Using data drawn from an effectiveness trial of the Social Skills Improvement System SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliott and Gresham in SSIS SEL Edition…
Descriptors: Social Emotional Learning, School Activities, Well Being, Teacher Student Relationship
Lia E. Sandilos; Sabina R. Neugebauer; James C. DiPerna; Susan C. Hart; Pui-Wa Lei – Grantee Submission, 2023
Social-emotional learning interventions are intended to improve classroom dynamics and have the potential to enhance the well-being of students and their teachers. Using data drawn from an effectiveness trial of the Social Skills Improvement System SEL Edition Classwide Intervention Program (SSIS SEL CIP; Elliott & Gresham, 2017), the present…
Descriptors: Social Emotional Learning, School Activities, Elementary School Teachers, Well Being
Moon, Austin L.; Young, Elizabeth – Journal of Instructional Pedagogies, 2021
A new reading can lose effectiveness if not implemented consistently by all teachers. The purpose of this study was to understand how first grade teachers perceived implementation of the Core Knowledge Language Arts (CKLA)reading program and what challenges they encountered when using the program. Three research questions were explored in the…
Descriptors: Teacher Attitudes, Program Implementation, Reading Programs, Grade 1
Bethanie C. Pletcher; Tracy Harper – Texas Association for Literacy Education Yearbook, 2023
The Texas A&M University System recently developed six quality standards for educator preparation programs, the Texas A&M Quality Standards for Educator Preparation, that are to be implemented and met by all system schools. These standards are: quality of selection of teacher candidates; quality of content knowledge and teaching methods;…
Descriptors: Academic Standards, Teacher Education, Field Experience Programs, Field Instruction