Implementation Fidelity of an Extra-Help Course for Challenged Ninth-Grade Readers

• In Event: Topics in Contemporary Program Implementation, Evaluation, and Measurement

Abstract

The purpose of this paper was to detail findings on the fidelity of a one-semester extra-help course that challenged readers take in addition to their regular English course during the first semester of 9th grade. Independent evaluators examined the extent to which teachers met each of four key components, scores on several moderator variables such as class size and behavior, and teacher’s ratings regarding the extent they felt the lab was improving their students’ reading. Findings indicated that the ALFA lab was implemented with moderate to high fidelity. Further, the teachers found that components of the lab were helpful in promoting student reading, active listening, participating in discussions, staying on task, comprehension, fluency, vocabulary development, reading motivation, and reading self-efficacy.

Authors

• Marcia H. Davis, Johns Hopkins University

• Jason Schoeneberger, ICF International

• Xiaodong Zhang, ICF International

• Samantha Spinney, ICF International