000			01812nam a22001817a 4500
005			20250226105243.0
008			250226b ph ||||| |||| 00| 0 eng d
022			_a0013-5984
040			_cOCT
100			_aMesa Michael
240			_aThe elementary school journal _hSeptember 2024
245			_aUnpacking implementation: _bFidelity and barriers to implementation of a kindergarten reading intervention by teachers/ _cMichael P. Mesa, Colby Hall, Tricia Zucker, Katlynn Dahl-Leonard, Yoonkyung Oh, Carolyn Denton
300			_aVol. 125 (1) pages 77-105 : _bIllustrations: _c24 cm
500			_aYoung 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			_aKindergarten reading intervention
700			_aHall Colby, Zucker Tricia, Dahl-Leonard Katlynn, Oh Yoonkyung, Denton Carolyn
942			_2ddc _cCR _n0
999			_c10263 _d10263