Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Chapter 16 - Evidence-Based Reading Interventions
Implementation Issues for the Twenty-First Century
from Part IV - Successful Implementation of Specific Programmes and Interventions:
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter explores issues in implementation of reading interventions faced by the next generation of researchers and practitioners. It forms part of a major text on implementation science. The chapter analyzes recent work on 'implementation quality' of research undertaken in classrooms exemplification with reference to recent research on the use of literacy technology. It talks about issues concerning the scalability and sustainability of implementations. There is every likelihood that major changes to educational practice and indeed to the whole organisation of school boards might be associated with effective change in intervention research. The chapter uses current research on the ABRACADABRA (ABRA) reading program to highlight some general themes about implementation science. The first is that emerging evidence-based approaches need to bridge the gap between efficacy studies and effectiveness studies. A second theme is that one needs to explore action in the classroom to understand implementation.
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- Handbook of Implementation Science for Psychology in Education , pp. 277 - 297Publisher: Cambridge University PressPrint publication year: 2012
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