Asset-Based Implementation of Structured Adaptations in an Online Third-Grade Content Literacy Intervention. EdWorkingPaper No. 24-1001
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| Title: | Asset-Based Implementation of Structured Adaptations in an Online Third-Grade Content Literacy Intervention. EdWorkingPaper No. 24-1001 |
|---|---|
| Language: | English |
| Authors: | Jackie E. Relyea (ORCID |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 71 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 3 Primary Education |
| Descriptors: | Grade 3, Literacy Education, Intervention, Electronic Learning, Evidence Based Practice, Learner Engagement, Elementary School Students, Media Adaptation, Instructional Effectiveness, Content Area Reading, Elementary School Science, Reading Comprehension |
| Abstract: | Scaling up evidence-based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research-based practices and programs. This preregistered study examined the effectiveness of structured adaptations to a Tier 1 content literacy intervention on Grade 3 students' (N = 1,914) engagement in asynchronous digital app and print-based reading activities, the quality of synchronous student-teacher interactions during the Zoom-delivered lessons, and student learning outcomes during the COVID-19 school closures. Using a cluster randomized trial design, 95 teachers and their students in 26 elementary schools were randomly assigned to either a high-fidelity core treatment or a structured adaptation condition. In the latter, teachers participated in Team-Based Learning activities that tightly coupled knowledge acquisition and application, with a focus on improving student engagement. Students in the adaptations condition outperformed students in the core treatment condition on science reading comprehension (ES = 0.07) and science background knowledge (ES = 0.09). Implementation analyses of the synchronous lessons indicate that the structured adaptations also improved norms of social interaction between students and teachers, resulting in stronger engagement, better feedback, and dialogic questioning. These findings suggest the importance of intentionally building in opportunities for teachers to adapt instruction within a clear framework. When teachers have support to work together and combine research-based strategies with classroom knowledge, they can more effectively engage students and improve learning outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678219 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED678219 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED678219 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Asset-Based Implementation of Structured Adaptations in an Online Third-Grade Content Literacy Intervention. EdWorkingPaper No. 24-1001 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jackie+E%2E+Relyea%22">Jackie E. Relyea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7560-7136">0000-0002-7560-7136</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joshua+B%2E+Gilbert%22">Joshua B. Gilbert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3496-2710">0000-0003-3496-2710</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Burkhauser%22">Mary Burkhauser</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9142-7269">0000-0001-9142-7269</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ethan+Scherer%22">Ethan Scherer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6548-7724">0000-0002-6548-7724</externalLink>)<br /><searchLink fieldCode="AR" term="%22Douglas+Mosher%22">Douglas Mosher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5722-9218">0000-0001-5722-9218</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhongyu+Wei%22">Zhongyu Wei</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2704-0581">0009-0006-2704-0581</externalLink>)<br /><searchLink fieldCode="AR" term="%22Johanna+Tvedt%22">Johanna Tvedt</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-7003-8842">0009-0005-7003-8842</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+S%2E+Kim%22">James S. Kim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6415-5496">0000-0002-6415-5496</externalLink>)<br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2025. – Name: Avail Label: Availability Group: Avail Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 71 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Media+Adaptation%22">Media Adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Reading%22">Content Area Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Scaling up evidence-based educational interventions presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) represent a novel design framework for supporting the equitable implementation of research-based practices and programs. This preregistered study examined the effectiveness of structured adaptations to a Tier 1 content literacy intervention on Grade 3 students' (N = 1,914) engagement in asynchronous digital app and print-based reading activities, the quality of synchronous student-teacher interactions during the Zoom-delivered lessons, and student learning outcomes during the COVID-19 school closures. Using a cluster randomized trial design, 95 teachers and their students in 26 elementary schools were randomly assigned to either a high-fidelity core treatment or a structured adaptation condition. In the latter, teachers participated in Team-Based Learning activities that tightly coupled knowledge acquisition and application, with a focus on improving student engagement. Students in the adaptations condition outperformed students in the core treatment condition on science reading comprehension (ES = 0.07) and science background knowledge (ES = 0.09). Implementation analyses of the synchronous lessons indicate that the structured adaptations also improved norms of social interaction between students and teachers, resulting in stronger engagement, better feedback, and dialogic questioning. These findings suggest the importance of intentionally building in opportunities for teachers to adapt instruction within a clear framework. When teachers have support to work together and combine research-based strategies with classroom knowledge, they can more effectively engage students and improve learning outcomes. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: ED678219 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED678219 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 71 Subjects: – SubjectFull: Grade 3 Type: general – SubjectFull: Literacy Education Type: general – SubjectFull: Intervention Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Evidence Based Practice Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Media Adaptation Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Content Area Reading Type: general – SubjectFull: Elementary School Science Type: general – SubjectFull: Reading Comprehension Type: general Titles: – TitleFull: Asset-Based Implementation of Structured Adaptations in an Online Third-Grade Content Literacy Intervention. EdWorkingPaper No. 24-1001 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Annenberg Institute for School Reform at Brown University – PersonEntity: Name: NameFull: Jackie E. Relyea – PersonEntity: Name: NameFull: Joshua B. Gilbert – PersonEntity: Name: NameFull: Mary Burkhauser – PersonEntity: Name: NameFull: Ethan Scherer – PersonEntity: Name: NameFull: Douglas Mosher – PersonEntity: Name: NameFull: Zhongyu Wei – PersonEntity: Name: NameFull: Johanna Tvedt – PersonEntity: Name: NameFull: James S. Kim IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2025 Titles: – TitleFull: Annenberg Institute for School Reform at Brown University Type: main |
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