Does the treatment integrity of a literacy instruction program foster student reading comprehension? A field experiment

This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the  Lirécrire program, and related treatment integrity, on student performance. Lirécrire program should improve students’ reading comprehension, and follow-up sessions should lead to greater...

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Bibliographic Details
Published in:European journal of psychology of education 2021-09, Vol.36 (3), p.573-597
Main Authors: Dellisse, Sébastien, Dumay, Xavier, Galand, Benoit, Dupriez, Vincent, Dufays, Jean-Louis, Coertjens, Liesje, De Croix, Séverine, Penneman, Jessica
Format: Article
Language:English
Subjects:
Collaboration
Comparative Analysis
Conformity
Education
Educational Change
Educational Practices
Educational Psychology
Evidence-based practice
Grade 7
Instructional Improvement
Literacy
Literacy Education
Outcomes of Education
Pedagogic Psychology
Pedagogy
Pretests Posttests
Program Effectiveness
Program Evaluation
Readers
Reading Achievement
Reading Comprehension
Reforms
Students
Teaching
Teaching Methods
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Summary:This study focuses on conditions that improve reading comprehension at grade 7th. We analyze the impact of the  Lirécrire program, and related treatment integrity, on student performance. Lirécrire program should improve students’ reading comprehension, and follow-up sessions should lead to greater instructional change, then improve learning. Nineteen schools were randomly assigned to one of two experimental conditions (with or without follow-up for teachers) or to the “control” group. Reading comprehension was measured pre- and posttest and treatment integrity through intensity and conformity. Students benefiting from the program outperformed students in the “control” group, with an additional effect of intensity.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-020-00499-w