Teacher Implementation of an Adolescent Reading Intervention

• In Event: 41.024 - Interventions to Support Literacy Development

Abstract

This study documents the process of implementation of an adolescent reading intervention. Using data from observations of teachers (n=17) during the 2013-14 school year, I conducted a nuanced descriptive analysis of fidelity of implementation. I also analyzed weekly logs completed by literacy coaches (n=3) to examine variation in the quantity and intensity of coaching each teacher received. I then compared variation in coaching with variation in instructional practices. Finally, I compared fidelity data to outcome measures for students (n=287). This study will help to improve current reading interventions by developing our understanding of variation in teacher practice in connection with literacy coaching and student outcomes.

Author

• Margaret Troyer, Harvard University