View in EDS

Barriers to Implementation and Strategies for Improvements in Elementary School Tiered Reading Intervention Processes.

Saved in:
Bibliographic Details
Title: Barriers to Implementation and Strategies for Improvements in Elementary School Tiered Reading Intervention Processes.
Authors: Samuelson, Courtney W.1 (AUTHOR) csamuelson@methodist.edu, Dobis, Corrie H.2 (AUTHOR), Davis, Dennis S.2 (AUTHOR), Grifenhagen, Jill F.2 (AUTHOR)
Source: Reading & Writing Quarterly. 2025, Vol. 41 Issue 6, p497-517. 21p.
Subject Terms: *Reading intervention, *Elementary education, *Best practices, *School improvement programs, *Teacher attitudes, Organizational change, Capacity building
Abstract: Multitiered Systems of Support (MTSS) is a systematic approach to school improvement aimed to meet the needs of all students. Within MTSS, elementary teachers of reading are required to use assessment data to identify students for additional support and to provide evidence-based instructional interventions tailored to students' individual needs. In this study, we conducted individual and focus groups interviews to explore the perspectives of twenty public school elementary teachers in one state working to effectively implement MTSS practices in reading. Overall, teachers shared that MTSS implementation at their schools utilized a systematic, data-driven approach to school improvement. Yet they faced several barriers, including inconsistent access to evidence-based intervention resources; a tension between desiring standardization and professional autonomy; and time for testing versus time for teaching. To improve these models, teachers emphasized the importance of knowledgeable professionals at all levels of systemic change and recommended additional professional development and ongoing coaching. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 189025266
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Barriers to Implementation and Strategies for Improvements in Elementary School Tiered Reading Intervention Processes.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Samuelson%2C+Courtney+W%2E%22">Samuelson, Courtney W.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> csamuelson@methodist.edu</i><br /><searchLink fieldCode="AR" term="%22Dobis%2C+Corrie+H%2E%22">Dobis, Corrie H.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Davis%2C+Dennis+S%2E%22">Davis, Dennis S.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grifenhagen%2C+Jill+F%2E%22">Grifenhagen, Jill F.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing+Quarterly%22">Reading & Writing Quarterly</searchLink>. 2025, Vol. 41 Issue 6, p497-517. 21p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Best+practices%22">Best practices</searchLink><br />*<searchLink fieldCode="DE" term="%22School+improvement+programs%22">School improvement programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+change%22">Organizational change</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Multitiered Systems of Support (MTSS) is a systematic approach to school improvement aimed to meet the needs of all students. Within MTSS, elementary teachers of reading are required to use assessment data to identify students for additional support and to provide evidence-based instructional interventions tailored to students' individual needs. In this study, we conducted individual and focus groups interviews to explore the perspectives of twenty public school elementary teachers in one state working to effectively implement MTSS practices in reading. Overall, teachers shared that MTSS implementation at their schools utilized a systematic, data-driven approach to school improvement. Yet they faced several barriers, including inconsistent access to evidence-based intervention resources; a tension between desiring standardization and professional autonomy; and time for testing versus time for teaching. To improve these models, teachers emphasized the importance of knowledgeable professionals at all levels of systemic change and recommended additional professional development and ongoing coaching. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading & Writing Quarterly is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189025266
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10573569.2025.2481068
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 497
    Subjects:
      – SubjectFull: Reading intervention
        Type: general
      – SubjectFull: Elementary education
        Type: general
      – SubjectFull: Best practices
        Type: general
      – SubjectFull: School improvement programs
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Organizational change
        Type: general
      – SubjectFull: Capacity building
        Type: general
    Titles:
      – TitleFull: Barriers to Implementation and Strategies for Improvements in Elementary School Tiered Reading Intervention Processes.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Samuelson, Courtney W.
      – PersonEntity:
          Name:
            NameFull: Dobis, Corrie H.
      – PersonEntity:
          Name:
            NameFull: Davis, Dennis S.
      – PersonEntity:
          Name:
            NameFull: Grifenhagen, Jill F.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: 2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 10573569
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Reading & Writing Quarterly
              Type: main
ResultId 1