Unpacking implementation: (Record no. 10263)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01812nam a22001817a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250226105243.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250226b ph ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 0013-5984 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | OCT |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Mesa Michael |
| 240 ## - UNIFORM TITLE | |
| Uniform title | The elementary school journal |
| Medium | September 2024 |
| 245 ## - TITLE STATEMENT | |
| Title | Unpacking implementation: |
| Remainder of title | Fidelity and barriers to implementation of a kindergarten reading intervention by teachers/ |
| Statement of responsibility, etc. | Michael P. Mesa, Colby Hall, Tricia Zucker, Katlynn Dahl-Leonard, Yoonkyung Oh, Carolyn Denton |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | Vol. 125 (1) pages 77-105 : |
| Other physical details | Illustrations: |
| Dimensions | 24 cm |
| 500 ## - GENERAL NOTE | |
| General note | Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention (Reading RULES! Kindergarten; RRK) and its promise to improve outcomes for kindergarten students (n = 92) at risk of reading difficulties. Participating teachers (n = 21) were randomly assigned to deliver RRK or business-as-usual instruction. Although the results suggest null treatment effects, the intervention appears to have promising effects on students word-reading skills when implemented with sufficient dosage. However, most teachers in the study struggled to implement the intervention with sufficient dosage and adherence, citing systems-level barriers to implementation such as insufficient time. The results suggest teachers may need more systems-level support to ensure the intensity of instruction required to improve the early reading skills of students at risk for reading difficulties. |
| 653 ## - INDEX TERM--UNCONTROLLED | |
| Uncontrolled term | Kindergarten reading intervention |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Hall Colby, Zucker Tricia, Dahl-Leonard Katlynn, Oh Yoonkyung, Denton Carolyn |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Continuing Resources |
| Suppress in OPAC | No |
No items available.