|Title||Reading instruction in the NCLB era: Teachers’ implementation fidelity of early reading models.|
|Publication Type||Journal Article|
|Year of Publication||2007|
|Authors||McIntyre, E, Powell, R, Coots, K, Jones, D, Powers, S, Deeters, F, Petrosko, J|
|Journal||Journal of Educational Research and policy Studies|
|Type of Article||Primary Education|
|Keywords||early intervention, Early Reading, Educational Legislation, Elementary School Students, Federal Legislation, Grants, Interviews, Literacy Education, Models, Observation, Professional Development, Program Effectiveness, Program Implementation, Reading Instruction, Teaching Methods|
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.