TY  - BOOK
AU  - Mesa Michael
AU  - Hall Colby, Zucker Tricia, Dahl-Leonard Katlynn, Oh Yoonkyung, Denton Carolyn 
TI  - Unpacking implementation: Fidelity and barriers to implementation of a kindergarten reading intervention by teachers
SN  - 0013-5984
KW  - Kindergarten reading intervention
N1  - 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
ER  -