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- Title
Aiming High: Exploring the Influence of Implementation Fidelity and Cognitive Demand Levels on Struggling Readers' Literacy Outcomes.
- Authors
Feldman, Jill; Feighan, Kelly; Kirtcheva, Elena; Heeren, Elizabeth
- Abstract
Researchers studied components of a two-year school-wide Striving Readers intervention aimed at bolstering middle school teachers' use of literacy strategies to raise students' reading achievement. Although students of intervention teachers had significantly higher Iowa Test of Basic Skills (ITBS) scores than students of nonparticipating teachers, no evidence was found that suggested relationships existed among teachers' fidelity of implementation (FOI), observed cognitive demand level of classroom lessons, and students' performance on the ITBS. Higher cognitive demand and FOI ratings were associated with use of more literacy strategies overall, and comprehension strategies in particular. Study implications, limitations and areas for future research are discussed.
- Subjects
EDUCATIONAL intervention; LITERACY; LEARNING strategies; READING (Middle school); MIDDLE school teachers
- Publication
Journal of Classroom Interaction, 2012, Vol 47, Issue 1, p4
- ISSN
0749-4025
- Publication type
Article