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ERIC Number: EJ846836
Record Type: Journal
Publication Date: 2005
Pages: 37
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1934-6875
Reading Instruction in the NCLB Era: Teachers' Implementation Fidelity of Early Reading Models
McIntyre, Ellen; Powell, Rebecca; Coots, Kelly Bright; Jones, Deneese; Powers, Sherry; Deeters, Faye; Petrosko, Joe
Journal of Educational Research & Policy Studies, v5 n2 p66-102 Fall 2005
In the past few years many states in the U.S. have moved toward full implementation of the federal No Child Left Behind (NCLB) act. In doing so, schools have adopted "research-based" early reading models to implement Reading First, a salient component of NCLB. Through structured observations and interviews, the study team examined the implementation of ten early reading models with the goal of understanding how various models were implemented and what enhanced and impeded implementation. Results illustrate variability in the implementation fidelity at the structural level, defined as how closely the teachers' implementation of the model matched the intentions of the model. High implementers had much support, a practical, clear model, extensive professional development, or a combination of these. There was also great variability across teachers in terms of the focus of their instruction, interpreted through an examination of the primary instructional activities, the texts teachers used, and how teachers used time. These findings contribute to the growing body of literature on early reading instructional models as well as on school change and the variables critical for full implementation of new instructional models. (Contains 1 table.)
National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001