Effectiveness of Structured Teacher Adaptations to an Evidence‐Based Summer Literacy Program
Bibliographic Data
| ID | 10721981 |
|---|---|
| Authors | James S Kim (0000-0002-6415-5496, Harvard Graduate School of Education Cambridge Massachusetts USA), Mary A Burkhauser, Mary Burkhauser (0000-0001-9142-7269, Harvard Graduate School of Education Cambridge Massachusetts USA), David M Quinn (0000-0003-3367-1452, USC Rossier School of Education Los Angeles California USA), Jonathan Guryan (Northwestern University Evanston Illinois USA), Helen Chen Kingston (Harvard Graduate School of Education Cambridge Massachusetts USA), Kirsten Aleman (North Carolina State University Raleigh USA) |
| Year | 2017 |
| Volume | 52 |
| Issue | 4 |
| Pages | 443-467 |
| Publication date | 2017-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.178 |
| OpenAlex | W2591966933 |
| Language | EN |
| Citations received | 18 |
| References cited | 56 |
The authors conducted a cluster‐randomized trial to examine the effectiveness of structured teacher adaptations to the implementation of an evidence‐based summer literacy program that provided students with (a) books matched to their reading level and interests and (b) teacher scaffolding for summer reading in the form of end‐of‐year comprehension lessons and materials sent to students’ homes in the summer months. In this study, 27 high‐poverty elementary schools (75–100% eligibility for free or reduced‐price lunch) were matched by prior reading achievement and poverty level and randomly assigned to one of two implementation conditions: a core treatment condition that directly replicated implementation procedures used in previous experiments, or a core treatment with structured teacher adaptations condition. In the adaptations condition, teachers were organized into grade‐level teams around a practical improvement goal and given structured opportunities to use their knowledge, experience, and local data to extend or modify program components for their students and local contexts. Students in the adaptations condition performed 0.12 standard deviation higher on a reading comprehension posttest than students in the core treatment. An implementation analysis suggests that fidelity to core program components was high in both conditions and that teachers in the adaptations condition primarily made changes that extended or modified program procedures and activities in acceptable ways. Adaptations primarily served to increase the level of family engagement and student engagement with summer books. These results suggest that structured teacher adaptations may enhance rather than diminish the effectiveness of an evidence‐based summer literacy program
Fidelity · Literacy · Mathematics education · Pedagogy · Political science · Poverty · Reading (process) · Reading comprehension · Computer Science · Education Methods and Practices · Parental Involvement in Education · Psychology · School Choice and Performance
Beyond fidelity
Interpreting the effectiveness of a summer reading program
Aligning Pre-Service and In-Service Teacher Professional Development to Support Multilingual Learners of English in Elementary Schools
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories
Teachers’ gesture use in linguistically diverse classrooms
Parents Adjust the Quality of Their Home Literacy Environment to the Reading Interest of Their Third to Sixth Graders
Reframing adherence
Evaluation of teachers’ use of research evidence for primary school students’ literacy outcomes
Changes in the curriculum adaptation skills of teachers as a result of professional development support
Toward an equitable implementation of the science of reading
Bridging the Summer Gap
Using Implementation Fidelity to Aid in Interpreting Program Impacts
Asset‐Based Implementation of Structured Adaptations in an Online Third‐Grade Content Literacy Intervention
Preservice Teacher Knowledge, Print Exposure, and Planning for Instruction
Elementary Students' Reading Growth Trajectories With and Without a Summer Testing Point in the Model
Making Every Study Count
The Multiple Meanings of Scale
Scaffolding Fidelity and Adaptation in Educational Program Implementation
The Effects of Summer Vacation on Achievement Test Scores
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8
Instructional Contexts for Engagement and Achievement in Reading
How Does Professional Development Improve Teaching?
Program Integrity in Primary and Early Secondary Prevention
Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience
The Effect of Family Literacy Interventions on Children’s Acquisition of Reading From Kindergarten to Grade 3
Defining, Conceptualizing, and Measuring Fidelity of Implementation and Its Relationship to Outcomes in K–12 Curriculum Intervention Research
A review of research on fidelity of implementation
Fostering implementation of health services research findings into practice
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Implementation Matters
A Framework for Measuring Fidelity of Implementation
Fidelity Criteria
Implementation quality
Mind the Gap
The fidelity‐adaptation debate
The Ciera School Change Framework
Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program
Supporting Change in Literacy Instruction in Malawi
Reading Coaches and the Relationship Between Policy and Practice
Scaling-Up Exemplary Interventions
Wallace Foundation Distinguished Lecture
Rethinking Scale
Relevance to Practice as a Criterion for Rigor
What Is Improvement Science? Do We Need It in Education
Local Knowledge, Research Knowledge, and Educational Change
Evidence-Based Practices in a Changing World
Supporting the Summer Reading of Urban Youth
Advancing Educational Policy by Advancing Research on Instruction
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
Teachers' Responses to Success for All
Design Experiments in Educational Research
| Unique citing works | 18 |
|---|---|
| Citations per year | 2 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |