University of Iowa

Researchers

Teacher being checked for fidelity

Defining Fidelity Categories When Implementing Reading Interventions

By:  
Jessica Sidler Folsom, Ph.D.
Sandy A. Schmitz, Ph.D.
Deborah K. Reed, Ph.D.

Posted on: July 31, 2018
When tracking teachers’ fidelity during implementation of a literacy intervention, both use of the intervention components and quality of intervention delivery should be measured, keeping an eye out for both global and lesson-specific components.

Kim Buryanek Q&A

Critical Elements of Implementing Small-Group, Skills-Based Instruction

By:  
Iowa Reading Research Center

Posted on: September 19, 2017
The addition of quality teaching materials and support from the Iowa Reading Research Center led to common beneficial practices used by teachers across schools during implementation of small-group, skills-based literacy instruction at Sioux City Community School District.

Writing next to a laptop

What Makes a Literacy Practice Evidence-Based?

By:  
Deborah K. Reed, Ph.D.

Posted on: June 6, 2017
With what level of confidence can you say a given literacy instructional practice may work to help students in your school or district learn to read? It all depends on the available research and evidence for that practice.

The Effects of an Inference Making Strategy Taught With and Without Goal Setting

Deborah K. Reed, Ph.D.

This quasi-experimental study examined the effects of a strategy for making text-dependent inferences—with and without embedded self-regulation skills—on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting (IIG), or inference + group goal setting (IGG).