NDLI: Examining the Effectiveness of a Multicomponent Reading Comprehension Intervention in Middle Schools: A Focus on Treatment Fidelity

Content Provider	Springer Nature Link
Author	Fogarty, Melissa Oslund, Eric Simmons, Deborah Davis, John Simmons, Leslie Anderson, Leah Clemens, Nathan Roberts, Greg
Copyright Year	2014
Abstract	In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program differentiation, and student responsiveness. The study was conducted in three schools, involving 14 teachers and 859 students. English language arts classes were randomly assigned to the Comprehension Circuit Training intervention (n = 30) or typical practice comparison (n = 31) conditions, and all teachers taught in both conditions. Findings indicated that there was no reliable difference between the intervention and typical practice groups on standardized or researcher-developed proximal measures. To investigate the relationship between fidelity and student outcomes, we conducted a confirmatory factor analysis (CFA) to determine the relation of the indicators to a latent fidelity factor. Results of the CFA revealed a single fidelity factor composed of the adherence, quality, dosage, student responsiveness, and program differentiation variables. The fidelity factor was statistically significantly related to outcomes on a standardized comprehension measure (γ = .86, p < .01) and a narrative measure (γ = .52, p < .01). Results underscore the need to consider the complexity of implementing multicomponent interventions in middle schools and the importance of measuring multiple dimensions of the implementation of fidelity.
Starting Page	425
Ending Page	449
Page Count	25
File Format	PDF
ISSN	1040726X
Journal	Educational Psychology Review
Volume Number	26
Issue Number	3
e-ISSN	1573336X
Language	English
Publisher	Springer US
Publisher Date	2014-06-01
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Reading comprehension Fidelity of implementation Middle school intervention Educational Psychology Child and School Psychology Learning & Instruction
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
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