A Secondary Reading Comprehension Curriculum: Exploring how FOI Impacts Student Performance

A Secondary Reading Comprehension Curriculum: Exploring how FOI Impacts Student Performance

First Author: Donna Caccamise -- University of Colorado
Additional authors/chairs: 
Megan Littrell-Baez; Christine Okochi
Keywords: Comprehension, Fidelity, Reading instruction
Abstract / Summary: 

PURPOSE
The current study addressed the following research questions (RQs) about BRAVO, a reading comprehension curriculum for middle school students, based on the Construction-Integration Model of comprehension (Kintsch, 1998):
(1) What is the best assessment strategy to identify pedagogical differences between teachers?
(2) How does fidelity of implementation (FOI) impact student performance?
Assessment strategies were evaluated to establish meaningful indicators of differences in the implementation of theory-based design features of BRAVO (RQ1). We predicted a greater increase from pre- to posttest for classrooms with higher FOI rates (RQ2).
METHOD
Data collection included: the CEIRA classroom observation protocol, video-recorded lessons, BRAVO activity completion rate for each classroom, and pre-and post-tests measuring content vocabulary, informational text recall, and reading comprehension.
RESULTS
The CEIRA protocol failed to differentiate activities across classrooms. However, video data, coded for instances and durations of curricular components, demonstrated positive correlations between percent increase in reading comprehension and both the time spent on situation model instruction and whole class instruction. Percent increase in content vocabulary was also positively correlated with the time students spent independently practicing reading strategies and working in pairs. High FOI classrooms, identified using BRAVO completion rates, demonstrated greater percent increase on content vocabulary and recall measures than low FOI classrooms.
CONCLUSIONS
The results illustrate the importance of FOI for improving student performance and demonstrate how video data, combined with completion rates of formative and summative curriculum activities, may be used to identify effective curricular components and degree of success teachers have implementing the curriculum (FOI).