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K-3 Literacy Guidance Framework: Instruction, Assessment, and Intervention
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Cynthia Helen Brock; Richard Carter; Betsy Callaway; Brian Gearin; Antoinette Hallam; Shelley Hamel; Jane Hill; Tiffany Hunt; Kimberli McWhirter; Lori Pusateri-Lane; Amy Reyes; Dana A. Robertson; Susan Shebby; Becky Symes – Region 11 Comprehensive Center, 2024
Early identification and instruction aimed at addressing potential reading difficulties is the key to preventing prolonged difficulties in learning to read and ensuring that all students are reading with proficiency by the end of third grade. Tier 1 core reading curricula needs to be: (a) evidence based, (b) systematic and structured, (c)…
Descriptors: Elementary Education, Literacy, Kindergarten, Grade 1
Exploring Facilitator and Student Conversations within Check-In/Check-Out Intervention: A Systematic Review with Links to Trauma-Informed Conversations
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Aimee J. Hackney; Sara Sanders; Kristine Jolivette; Nicole C. Swoszowski; Robin P. Ennis – Behavioral Disorders, 2025
The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention…
Descriptors: Trauma, Intervention, Student Attitudes, Facilitators (Individuals)
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
An Examination of Implementation Fidelity within the Context of a Tier 2 Mathematics Intervention
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Cayla Lussier; Ben Clarke; Derek Kosty; Geovanna Rodriguez; Kathleen Scalise; Christian T. Doabler; Jessica Turtura – Grantee Submission, 2025
Evidenced-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: Fidelity, Mathematics Instruction, Evidence Based Practice, Learning Problems
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
Integrating a Self-Regulation Intervention within a Tier-2 Academic Intervention
Peer reviewed Peer reviewed
Katherine E. O'Donnell; Linling Shen; Dianne C. Stratford; Patricia Y. Candelaria; Nathan H. Clemens – Grantee Submission, 2024
Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and…
Descriptors: Metacognition, Intervention, Self Evaluation (Individuals), Student Behavior