A Research-Practice Partnership to Implement Tier 1 Instructional Decisions in Reading Using a Logic Model and Coaching Tool
Bibliographic Data
| ID | 22410550 |
|---|---|
| Authors | Katherine A Valentine (0009-0008-1817-3723, Florida State University), Adrea J Truckenmiller (0000-0002-6101-6175, Michigan State University), Heidi Gascon (Ingham Intermediate School District) |
| Year | 2026 |
| Volume | 126 |
| Issue | 4 |
| Pages | 672-692 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Elementary School Journal (JOURNAL) |
| Journal identifiers | ISSN: 0013-5984 • E-ISSN: 1554-8279 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/740694 |
| OpenAlex | W7143490176 |
| Language | EN |
| References cited | 45 |
In many schools, the number of students identified as needing support in reading is greater than 20%, and providing Tier 2 prevention to that large number of students is counterproductive. Although recommendations to improve Tier 1 reading instruction according to reading screening data are straightforward, there are few examples of implementation that are both empirically supported and descriptive enough to replicate. This study describes a research-practice partnership in an underpowered randomized controlled trial with 16 grade 2 classrooms to describe the relations of Tier 1 supports on both teacher and student outcomes. Results showed a small practical effect (Hedges’s g = 0.20) on students’ reading accuracy. To help other schools evaluate their Tier 1 reading practices, we demonstrate the use of a logic model and an observation/coaching tool—the Instructional Content Emphasis–Revised—as mechanisms to align students’ reading development with instructional quality and coaching practices.
Coaching · General partnership · Government (linguistics) · Logic model · Reading (process) · Educational Assessment and Improvement · Reading and Literacy Development · Teacher Education and Leadership Studies
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
Effective programs for struggling readers
A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12
The Effect of Teacher Coaching on Instruction and Achievement
Are Specific Language Impairment and Dyslexia Distinct Disorders?
The role of instruction in learning to read
Systematic Phonics Instruction Helps Students Learn to Read
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read
The Development of a Coaching Model
Measuring teachers’ content knowledge of language and reading
Reading fluency
Examining Teacher Preparation for Code‐Related Reading Instruction
Support for the Improvement of Practices through Intensive Coaching (Sipic)
The importance of early phonics improvements for predicting later reading comprehension
Translational Science
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
The ISI Classroom Observation System
Interpreting Effect Sizes of Education Interventions
| Citation velocity | historical |
|---|---|
| Highly cited | No |