Project Activities
Research plan
The PI iteratively developed, refined, and evaluated the Engaged Learners program across three phases. The program includes materials for the behavior intervention, professional development for tutors, coaching forms, a two-lesson student training on the behavior supports, and daily integrated lessons. During phase 1, the PI developed, tested, and examined its feasibility and usability in a series of single-case design studies. In this phase, tutors delivered small-group, evidence-based reading interventions with the integrated Engaged Learners program. The research team collected and analyzed intervention fidelity, student attention, and social validity data. Based on the results, the intervention, measurement, and fidelity protocols were refined and finalized for phase 2. In phase 2, the PI conducted a three-arm randomized controlled trial (RCT) with 161 upper elementary students with or at risk for co-occurring reading disabilities and inattention. Students were randomized to a reading with Engaged Learners (READ+ENGAGE), reading-only, or business-as-usual condition to test the promise of Engaged Learners on reading and attention outcomes. Pretest and posttest measures of students' word reading, reading comprehension, and attention outcomes as well as social validity and fidelity data were collected. In phase 3, the PI conducted analyses to determine the main effect of the intervention on student outcomes and examine potential mediators and moderators (such as initial word reading, attention).
Career plan
Through a career development plan, the PI (1) extended his program of research to students with co-occurring reading disabilities and attention problems, (2) gained knowledge and skills in the use of single-case designs as part of iterative intervention development, and (3) developed skills in analyzing results from group design studies. To accomplish these goals, the PI held monthly meetings with mentors; engaged in directed readings; attended conferences; and participated in workshops on causal inference, linear regression, and mediators and moderators.
Key outcomes
The main findings of this project, as reported by the PI, are as follows:
- Tutors were able to implement Engaged Learners with high levels of fidelity.
- The READ+ENGAGE intervention condition led to improvements in student attention based on interventionist surveys (p = .03) and observations (p < .001) relative to a reading-only condition without Engaged Learners.
- The pattern of effect sizes suggested that the READ+ENGAGE condition was associated with non-statistically significant higher performance on reading outcomes than the business-as-usual condition.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Questions about this project?
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