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ERIC Number: EJ974651
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0749-4025
Aiming High: Exploring the Influence of Implementation Fidelity and Cognitive Demand Levels on Struggling Readers' Literacy Outcomes
Feldman, Jill; Feighan, Kelly; Kirtcheva, Elena; Heereen, Elizabeth
Journal of Classroom Interaction, v47 n1 p4-13 2012
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 non-participating 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. (Contains 4 tables.)
University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills