Customizing a research-based reading practice: Balancing the importance of implementation fidelity with professional judgment

Kristen L McMaster, Pyung-Gang Jung, Dana R Brandes, Viveca Pinto, Douglas Fuchs, Devin Kearns, Christopher Lemons, Laura Sáenz, Loulee Yen

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

Teachers are often asked to implement research-based instructional programs with fidelity and to ensure that all students reach high academic standards. These requests sometimes conflict when teachers find that not all their students are benefiting from the research-backed programs. In this article, we suggest that researchers and teachers can work together to balance the importance of both program fidelity and instructional flexibility, based on findings from recent research on Peer-Assisted Learning Strategies (PALS) for Reading in Grades 2-6. We detail how teachers can learn to implement research-based practices with fidelity, as well as customize these practices to fit their own purposes. We end with general recommendations for customizing research-based practices.

Original languageEnglish (US)
Pages (from-to)173-183
Number of pages11
JournalReading Teacher
Volume68
Issue number3
DOIs
StatePublished - Nov 1 2014

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Keywords

  • Childhood
  • Comprehension
  • English language learners, English learners, English as a second language, English for speakers of other languages
  • Fluency
  • In-service
  • Instructional intervention
  • Learning strategies
  • Oral reading, read-alouds
  • Predicting
  • Reading strategies
  • Retelling
  • Strategies, methods, and materials
  • Struggling learners
  • Summarizing
  • Teacher education, professional development
  • Tutoring

Cite this

McMaster, K. L., Jung, P-G., Brandes, D. R., Pinto, V., Fuchs, D., Kearns, D., Lemons, C., Sáenz, L., & Yen, L. (2014). Customizing a research-based reading practice: Balancing the importance of implementation fidelity with professional judgment. Reading Teacher, 68(3), 173-183. https://doi.org/10.1002/trtr.1301