Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities.
This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications for practice and future research are discussed.
University of Colorado Boulder, USA alison.boardman@colorado.edu.
Alison G
AG
Boardman
University of Colorado Boulder, USA.
Pamela
P
Buckley
University of Texas at Austin, USA.
Sharon
S
Vaughn
University of Texas at Austin, USA.
Gregory
G
Roberts
University of Colorado Boulder, USA.
Karla
K
Scornavacco
University of Colorado Boulder, USA.
Janette K
JK
Klingner
D000293:Adolescent; D002648:Child; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008297:Male; D017063:Outcome Assessment, Health Care; D011932:Reading; D013334:Students; D013663:Teaching / Q000592:standards*
intervention; learning disabilities; middle school; reading comprehension; strategies instruction