An Examination of Treatment Fidelity and Transfer of Strategies in a Cross-age Dialogic Reading Intervention

Authors

Estela Baka, Southern Connecticut State UniversityFollow
Cassie Nemec, Southern Connecticut State UniversityFollow
Glen Diaz, Southern Connecticut State UniversityFollow
Eliana Tolentino, Southern Connecticut State UniversityFollow
Dina Moore, Southern Connecticut State UniversityFollow
Cheryl Durwin, Southern Connecticut State UniversityFollow

Document Type

Conference Proceeding

Abstract

We developed the Dialogic Reading with Integrated Vocabulary Enrichment (DRIVE) approach to promote reading achievement in struggling readers. This study investigates the treatment fidelity of DRIVE in a Title I school across training and intervention and near and far transfer of learning. Fourteen “Big Buddies” and 7 “Little Buddies” were chosen by low reading scores. Across training and intervention, EMPOWERED strategy use was consistent, but three were used less during intervention. Six strategies were frequent in near transfer compared to three in far transfer. Overall, treatment fidelity of DRIVE was consistent, but lower frequency of strategies will inform future training.

Recommended Citation

Baka, Estela; Nemec, Cassie; Diaz, Glen; Tolentino, Eliana; Moore, Dina; and Durwin, Cheryl, "An Examination of Treatment Fidelity and Transfer of Strategies in a Cross-age Dialogic Reading Intervention" (2024). NERA Conference Proceedings 2024. 10.
https://digitalcommons.lib.uconn.edu/nera-2024/10