References
- Ahmed, Y., Francis, D. J., York, M., Fletcher, J. M., Barnes, M., & Kulesz, P. (2016). Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12. Contemporary Educational Psychology, 44–45, 68–82. https://doi.org/10.1016/j.cedpsych.2016.02.002
- Amendum, S. (2014). Embedded professional development and classroom-based early reading intervention: Early diagnostic reading intervention through coaching. Reading & Writing Quarterly, 30(4), 348–377. https://doi.org/10.1080/10573569.2013.819181
- Anders, P. L., Hoffman, J. V., & Duffy, G. G. (2000). Teaching teachers to teach reading: Paradigm shifts, persistent problems, and challenges. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 719–742). Lawrence Erlbaum Associates.
- Basma, B., & Savage, R. (2018). Teacher professional development and student literacy growth: A systematic review and meta-analysis. Educational Psychology Review, 30(2), 457–481. https://doi.org/10.1007/s10648-017-9416-4
- Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society-Series B (1), 289–300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.x/
- Boardman, A. G., Buckley, P., Vaughn, S., Roberts, G., Scornavacco, K., & Klingner, J. K. (2016). Relationship between implementation of collaborative strategic reading and student outcomes for adolescents with disabilities. Journal of Learning Disabilities, 49(6), 644–657. https://doi.org/10.1177/0022219416640784
- Cantrell, S. C., Almasi, J. F., Carter, J. C., & Rintamaa, M. (2013). Reading intervention in middle and high schools: Implementation fidelity, teacher efficacy, and student achievement. Reading Psychology, 34(1), 26–58. https://doi.org/10/1080/02702711.2011.577695
- Capin, P., Walker, M. A., Vaughn, S., & Wanzek, J. (2018). Examining how treatment fidelity is supported, measured, and reported in K–3 reading intervention research. Educational Psychology Review, 30, 1–35. https://doi.org/10.1007/s10648-017-9429-z
- Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
- Clemens, N. H., & Fuchs, D. (2021). Commercially developed tests of reading comprehension: Gold standard or fool’s gold? Reading Research Quarterly, 0(0), 1–13. https://doi.org/10.1002/rrq.415
- Coburn, C. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational Researcher, 32(6), 3–12. https://doi.org/10.3102/0013189X032006003
- Coburn, C. E., Russell, J. L., Kaufman, J. H., & Stein, M. K. (2012). Supporting sustainability: Teachers advice networks and ambitious instructional reform. American Journal of Education, 119(1), 137–182. https://doi.org/10.1086/667699
- Daniel, J., & Lemons, C. (2018). Teacher perspectives on intervention sustainability: implications for school leadership. School Leadership & Management, 38(5), 518–538. https://doi.org/10.1080/13632434.2018.1439465
- Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev.
- Datnow, A. (2002). Can we transplant educational reform, and does it last? Journal of Educational Change, 3(3/4), 215–239. https://doi.org/10.1023/A:1021221627854
- Duffy, G. G., Roehler, L. R., Meloth, M. S., Vavrus, L. G., Book, C., Putnam, J., & Wesselman, R. (1986). The relationship between explicit verbal explanations during reading skill instruction and student awareness and achievement: A study of reading teacher effects. Reading Research Quarterly, 21(3), 237–252. https://doi.org/10.2307/747707
- Espin, C. A., Busch, T. W., Shin, J., & Kruschwitz, R. (2001). Curriculum‐based measurement in the content areas: Validity of vocabulary‐matching as an indicator of performance in social studies. Learning Disabilities Research & Practice, 16(3), 142–151. https://doi.org/10.1111/0938-8982.00015
- Fine, J. C., & Kossack, S. W. (2002). The effect of using rubric-embedded cognitive coaching strategies to initiate learning conversations. Journal of Reading Education, 27(2), 31–37.
- Fogarty, M., Oslund, E., Simmons, D., Davis, J., Simmons, L., Anderson, L., Clemens, N., & Roberts, G. (2014). Examining the effectiveness of a multi component reading comprehension intervention in middle schools: A focus on treatment fidelity. Educational Psychology Review, 26(3), 425–449. https://doi.org/10.1007/s10648-014-9270-6
- Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with LD: A research synthesis. Journal of Learning Disabilities, 40(3), 210–225. https://doi.org/10.1177/00222194070400030301
- Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H., Doolittle, F., Zhu, P., Sztejnberg, L., & Silverback, M. (2008). The impact of two professional development interventions on early reading instruction and achievement. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
- Garet, M. S., Heppen, J. B., Walters, K., Smith, T. M., & Yang, R. (2016). Does content-focused teacher professional development work? Findings from three institute of education sciences studies. National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
- Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. https://doi.org/10.3102/00028312038004915
- Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. https://doi.org/10.1177/001440290507100202
- Gwet, K. (2001). Handbook of inter-rater reliability: How to estimate the level of agreement between two or multiple raters. Advanced Analytics, LLC.
- Hairrell, A., Rupley, W. H., Edmonds, M., Larsen, R., Simmons, D., Willson, V., Byrns, G., & Vaughn, S. (2011). Examining the impact of teacher quality on fourth-grade students’ comprehension and content-area achievement. Reading & Writing Quarterly, 27(3), 239–260. https://doi.org/10/1080/10573569.2011.560486
- Hamre, B. K., Justice, L. M., Pianta, R. C., Kilday, C., Sweeney, B., Downer, J. T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25(3), 329–347. https://doi.org/10.1016/j.ecresq.2009.07.002
- Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975
- Hedges, L. V. (2007). Correcting a significance test for clustering. Journal of Educational and Behavioral Statistics, 32(2), 151–179. https://doi.org/10.3102/1076998606298040
- Hedges, L. V. (2011). Effect sizes in three-level cluster-randomized experiments. Journal of Educational and Behavioral Statistics, 36(3), 346–380. https://doi.org/10.3102/1076998610376617
- Hox, J. (2002). Multilevel analysis techniques and applications/Joop Hox. Lawrence Erlbaum Associates.
- Institute of Education Sciences & National Science Foundation. (2013). Common guidelines for education research and development. https://ies.ed.gov/pdf/Commo nGuid elines.pdf.
- Kang, B. (2013). Fast determinantal point process sampling with application to clustering. In Advances in Neural Information Processing Systems, 26.
- Kintsch, W. (1988). The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.163
- Klingner, J. K., Ahwee, S., Pilonieta, P., & Menendez, R. (2003). Barriers and facilitators in scaling up research-based practices. Exceptional Children, 69(4), 411–429. https://doi.org/10.1177/001440290306900402
- Klingner, J. K., Vaughn, S., Arguelles, M. E., Tejero Hughes, M., & Ahwee Leftwich, S. (2004). Collaborative strategic reading: “real-world” lessons from classroom teachers. Remedial and Special Education, 25(5), 291–302. https://doi.org/10.1177/07419325040250050301
- Klingner, J., Vaughn, S., Boardman, A., & Swanson, E. (2012). Now we get it! Boosting comprehension with collaborative strategic reading. Jossey-Bass.
- Kornbrot, D. (2021, June 15). False discovery Benjamini-Hochberg. https://dianakornbrot.wordpress.com/excel-statistics-spreadsheets/false-discovery-benjamini-hochberg/.
- MacGinitie, W. H., MacGinitie, R. K., Maria, K., Dreyer, L. G., & Hughes, K. E. (2000). Gates-MacGinitie reading tests fourth edition. Hougton Mifflin Harcourt.
- Muthén, L. K., & Muthén, B. O. (1998–2019). Mplus user’s guide. Author.
- Ness, M. (2011). Teachers’ use of and attitudes toward informational text in K–5 classrooms. Reading Psychology, 32(1), 28–53. https://doi.org/10.1080/02702710903241322
- Neugebauer, S. ( 2016). Stable or situated understandings of adolescent reading engagement across readers and raters. The Journal of Educational Research, 109(4), 391–404. https://doi.org/10.1080/00220671.2014.968914
- O’Reilly, T., Wang, Z., & Sabatini, J. (2019). How much knowledge is too little? When a lack of knowledge becomes a barrier to comprehension. Psychological Science, 30(9), 1344–1351. https://doi.org/10.1177/0956797619862276
- Opfer, V. D., Pedder, D. G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education. 27(2), 443–453. https://doi.org/10.1016/j.tate.2010.09.014
- Porche, M., Pallante, D., & Snow, C. (2012). Professional development for reading achievement. results from the collaborative language and literacy instruction project (CLLIP). The Elementary School Journal, 112(4), 649–671. https://doi.org/10.1086/665008
- Preacher, K., Zyphur, M., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15(3), 209–233. https://doi.org/10.1037/a0020141
- R Core Team. (2019). R: A language and environment for statistical computing. R Foundation for Statistical Computing.
- Roberts, G., Lewis, N. S., Fall, A.-M., & Vaughn, S. (2017). Implementation fidelity: Examples from the reading for understanding initiative. In G. Roberts, S. Vaughn, S. N. Beretvas, & Wong, V. (Eds.), Treatment fidelity in studies of educational intervention (pp. 61–79). Routledge.
- Roberts, G., Scammacca, N., & Roberts, G. J. (2018). Causal mediation in educational intervention studies. Behavioral Disorders, 43(4), 457–465. https://doi.org/10.1177/0198742917749560
- Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. http://www.jstatsoft.org/v48/i02/.
- Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., Rupley, W., & Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth-grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3(2), 121–156. https://doi.org/10.1080/19345741003596890
- Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47(2), 178–195. https://doi.org/10.1177/0022219412451131
- Swanson, E., Wanzek, J., Haring, C., Ciullo, S., & McCulley, L. (2013). Intervention fidelity in special and general education research journals. The Journal of Special Education, 47(1), 3–13. https://doi.org/10.1177/0022466911419516
- TNTP. (2015). The mirage: Confronting the hard truth about our quest for teacher development. Authors.
- Tyner, A., & Kabourek, S. (2020). Social studies instruction and reading comprehension: Evidence from the early childhood longitudinal study. Thomas B. Fordham Institute.
- Unlu, F., Bozzi, L., Layzer, C., Smith, A., Price, C., & Hurtig, R. (2016). Linking implementation fidelity to impacts in an RCT. In G. Roberts, S. Vaughn, S. N. Beretvas, & V. Wong (Eds.), Treatment fidelity in studies of educational intervention (pp. 100–129). Routledge.
- van Dijk, W., Lane, H., & Gage, N. A. (2019, October 7). The relation between implementation fidelity and students’ reading outcomes: A systematic review of the literature. Preprint EdArXiv. https://doi.org/10.35542/osf.io/vhrp5
- Van Keer, H., & Verhaeghe, J. P. (2005). Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes. Teaching and Teacher Education, 21(5), 543–562. https://doi.org/10.1016/j.tate.2005.03.002
- Vaughn, S., Fall, A.-M., Roberts, G., Wanzek, J., Swanson, E., & Martinez, L. R. (2019). Class Percentage of students with reading difficulties on content knowledge and comprehension. Journal of Learning Disabilities, 52(2), 120–134. https://doi.org/10.1177/0022219418775117
- Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069.supp
- Vaughn, S., Roberts, G., Swanson, E. A., Wanzek, J., Fall, A.-M., & Stillman-Spisak, S. J. (2015). Improving middle-school students’ knowledge and comprehension in social studies: A replication. Educational Psychology Review, 27(1), 31–50. https://doi.org/10/1007/s10648-014-9274-2
- Vaughn, S., Roberts, G., Klingner, J. K., Swanson, E. A., Boardman, A., Stillman-Spisak, S. J., Mohammed, S. S., & Leroux, A. J. (2013). Collaborative strategic reading: Findings from experienced implementers. Journal of Research on Educational Effectiveness, 6(2), 137–163. https://doi.org/10.1080/19345747.2012.741661
- Vaughn, S., Swanson, E., Roberts, G., Wanzek, J., Stillman-Spisak, S., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77–93. https://doi.org/10.1002/rrq.039
- Venter, A., Maxwell, S., & Bolig, E. (2002). Power in randomized group comparisons: the value of adding a single intermediate time point to a traditional pretest-posttest design. Psychological Methods, 7(2), 194–209. https://doi.org/10.1037//1082-989X.7.2.194
- What Works Clearinghouse. (2020). What Works Clearinghouse standards handbook, version 4.1. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest.