Selecting a Literacy Intervention and Planning for Implementation: A Guide.
Evidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices i...
| Publicado en: | Reading Teacher Vol. 77; no. 6; pp. 949 - 958 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
May/Jun2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=177146094&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 177146094 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: May/Jun2024 vid: 77 iid: 6 pid: 480 pub: Wiley-Blackwell artinfo: ui: 177146094 10.1002/trtr.2323 ppf: 949 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 2.1MB tig: atl: Selecting a Literacy Intervention and Planning for Implementation: A Guide. aug: au: Whittingham, Colleen E. Pilonieta, Paola Washburn, Erin K. su: Students Teachers Educators Educational leadership School administrators sug: subj: Students Teachers Educators Educational leadership School administrators keyword: elementary school first grade instructional intervention literacy interventions readers who struggle Title I ab: Evidence‐based core instruction partnered with evidence‐based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made trickier by an abundance of commercialized and packaged literacy curricula, all claiming to be research‐ or evidence‐based. The tasks of finding, selecting, and implementing literacy interventions that are high‐quality, evidence‐based, and designed to meet the needs of students is not for the faint of heart, especially because school leaders often have difficulty distinguishing programs based on research evidence from those benefiting from good marketing (Schwartz, 2019). Thus, the purpose of this article is to provide school personnel responsible for implementing literacy interventions (i.e., classroom teachers, literacy specialists, special educators) and/or selecting literacy intervention programs (i.e., administrators, instructional coaches) with a step‐by‐step process informed by our study which surveyed North Carolina first grade teachers' literacy assessment and instruction practices in schools receiving Title I funding before and during the COVID pandemic. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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