Reading Intervention in Middle and High Schools: Implementation Fidelity, Teacher Efficacy, and Student Achievement

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42 Scopus citations

Abstract

This study investigated teachers' efficacy and implementation in the context of a supplemental intervention for struggling adolescent readers. It examined teachers' efficacy at the start of their intervention training and investigated relationships among teachers' efficacy, implementation, and students' reading progress. The efficacy and implementation of 9 sixth-grade teachers and 11 ninth-grade teachers were compared, and student achievement gains were explored. Sixth-grade teachers had higher levels of efficacy, while ninth-grade teachers had higher levels of implementation. Findings indicated teacher efficacy was positively related to students' reading comprehension and overall reading achievement. Implementation was positively related to students' growth in vocabulary.

Original languageEnglish
Pages (from-to)26-58
Number of pages33
JournalReading Psychology
Volume34
Issue number1
DOIs
StatePublished - Jan 2013

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Linguistics and Language

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