Multisyllabic implementation fidelity in upper elementary and professional development considerations
A pilot
Dados Bibliográficos
| ID | 22166384 |
|---|---|
| Autores | Zoi A Traga Philippakos (0000-0001-9559-7345, Knoxville College, autor correspondente), Margaret Quinn (0000-0002-0544-9996), Margaret F Quinn (0000-0001-7838-8330, Texas A&M University), Louis Rocconi (0000-0003-0693-0957, Knoxville College), Rebekah Picerno (Knoxville College), Adalea Davis (Knoxville College) |
| Ano | 2025 |
| Volume | 10 |
| Data de publicação | 2025-09-22 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1548014 |
| OpenAlex | W4414383350 |
| Idioma | EN |
| Citações recebidas | 1 |
| Referências citadas | 71 |
Introduction This study aimed to investigate instructors' implementation fidelity of a program targeting multisyllabic decoding and encoding and its effects on upper elementary students' reading and spelling performance. Additionally, the research explored the influence of professional development (PD) and contextual factors on teachers' instructional practices. Methods The study involved nine female instructors from three adjacent elementary schools, including two classroom teachers who provided whole-group instruction and seven interventionists who worked with small groups. Student participants were 64 third to fifth grade learners. PD occurred prior to the study, accompanied by weekly coaching during the seven-week instructional period. Results Results indicated that higher fidelity of implementation for a greater number of lessons taught led to statistically significant improvements in student outcomes compared to lower fidelity for fewer lessons, which still yielded advancements in spelling and vocabulary. Furthermore, teachers exhibited significant knowledge gains from pretest to posttest, with feedback addressing factors impacting implementation fidelity. Discussion The study discusses implications for PD and effective program implementation
Coaching · Faculty Development · Fidelity · Professional development · Spelling · EFL/ESL Teaching and Learning · Reading and Literacy Development · Writing and Handwriting Education
Sources of Self‐Efficacy
Professional Development and Teacher Change
Statewide Implementation of Evidence-Based Programs
How Does Professional Development Improve Teaching?
The Foundations of Spelling Ability
What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability
Program Integrity in Primary and Early Secondary Prevention
What Makes Professional Development Effective?
A meta-analysis of writing instruction for students in the elementary grades.
Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling
The Precursors of Reading Ability in Young Readers
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
Using Coaching to Improve the Fidelity of Evidence-Based Practices
Building Theories from Case Study Research
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Effective Teacher Professional Development
The Impact of Multilevel Coaching on Pre-Service Teachers’ Fidelity of Implementation of an Evidence-Based Reading Intervention
Professional Development to Support Teachers’ Implementation of Intensive Reading Intervention
Effects of Online Professional Development on First-Grade Writing Instruction
How morphology impacts reading and spelling
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading Disabilities
Are General Anxiety, Reading Anxiety, and Reading Self-Concept Linked to Reading Skills Among Chinese Adolescents With and Without Dyslexia
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes
A yearlong, professional development model on genre-based strategy instruction on writing
Explorations of classroom talk and links to reading achievement in upper elementary classrooms
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
Cognitive mechanisms underlying reading and spelling development in five European orthographies
Implementation Matters
Effects of Instruction in Morphological Awareness on Literacy Achievement
High and low implementers of content literacy instruction
U.S. teachers’ perceptions of online professional development
Reading Anxiety, Engagement, and Achievement
The Word Complexity of Primary‐Level Texts
Tracking the Relations Between Children’s Reading and Emotional Health Across Time
When Treatment Adherence Matters
Words as Tools
Elementary Teachers’ Knowledge of Foundational Literacy Skills
Qualitative inquiry and research design
Improving Impact Studies of Teachers' Professional Development
Direct and Indirect Roles of Morphological Awareness in the English Reading Comprehension of Native English, Spanish, Filipino, and Vietnamese Speakers
| Obras citantes distintas | 1 |
|---|---|
| Citações por ano | 1 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 1 |