The Multilevel Relationship between the Delivery and Receipt of Literacy Instruction and Summer Learning Outcomes

• In Event: Poster Session 20
  In Poster Session: Quantitative Approaches to the Evaluation of Literacy Programs and Instruction for Elementary and Secondary Students

Abstract

Data obtained in conjunction with implementation of a summer literacy intervention were used to investigate the manner and degree to which integrity in the delivery and receipt of the instructional treatment was associated with learning outcomes. Application of multilevel growth models to data describing structural and procedural aspects of instructional delivery and data capturing individual variation in the receipt of and adherence to the instructional protocol revealed that students with better attendance and higher engagement with the daily lessons had greater summer reading growth than their less participatory peers. These results suggest that researchers will often need to conceptualize, measure, and model ‘treatment fidelity’ as a multilevel, multidimensional construct. Implications for the evaluation of school-based instructional interventions are discussed.

Authors

• Keith Zvoch, University of Oregon

• Joseph J. Stevens, University of Oregon

• Christopher J. Murray, University of Oregon