Sustainability of a Research-Based Reading Comprehension Program

• In Event: Researching the Humanities in PK-12 Classrooms

Abstract

This study seeks to extend the knowledge base on the sustainability of educational programs/models implemented in schools. We explored the extent to which twenty-two 7th and 8th grade language arts and reading teachers, who participated in an efficacy study on a reading comprehension program, sustained or modified the instructional practices after research support ended. Teacher interviews and classroom observations were coded and analyzed. Our main research question was: What are the conditions under which teachers did or did not use the strategies to which they were introduced during the intervention? Preliminary results indicated different reasons that teachers used the strategies in part, in whole, or not at all. Most teachers reported positive experiences.

Authors

• Clara E. Smith, Colorado University - Boulder

• Kathryn H.O. White, University of Colorado - Boulder

• Karla Scornavacco, University of Colorado - Boulder

• Janette K. Klingner, University of Colorado - Boulder