Multisyllabic implementation fidelity in upper elementary and professional development considerations: a pilot.
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| Title: | Multisyllabic implementation fidelity in upper elementary and professional development considerations: a pilot. |
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| Authors: | Traga Philippakos, Zoi A.1 (AUTHOR) philippakos@gmail.com, Quinn, Margaret2 (AUTHOR), Rocconi, Louis1 (AUTHOR), Picerno, Rebekah1 (AUTHOR), Davis, Adalea1 (AUTHOR) |
| Source: | Frontiers in Education. 2025, p1-19. 19p. |
| Subject Terms: | *Reading, *Spelling ability, *Educational evaluation, *Educational outcomes, *Professional employee training, *Fifth grade (Education), *Teaching methods, Decoding algorithms |
| Abstract: | Introduction: This study aimed to investigate instructors' implementation fidelity of a program targeting multisyllabic decoding and encoding and its effects on upper elementary students' reading and spelling performance. Additionally, the research explored the influence of professional development (PD) and contextual factors on teachers' instructional practices. Methods: The study involved nine female instructors from three adjacent elementary schools, including two classroom teachers who provided whole-group instruction and seven interventionists who worked with small groups. Student participants were 64 third to fifth grade learners. PD occurred prior to the study, accompanied by weekly coaching during the seven-week instructional period. Results: Results indicated that higher fidelity of implementation for a greater number of lessons taught led to statistically significant improvements in student outcomes compared to lower fidelity for fewer lessons, which still yielded advancements in spelling and vocabulary. Furthermore, teachers exhibited significant knowledge gains from pretest to posttest, with feedback addressing factors impacting implementation fidelity. Discussion: The study discusses implications for PD and effective program implementation. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. 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 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188473552 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Multisyllabic implementation fidelity in upper elementary and professional development considerations: a pilot. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Traga+Philippakos%2C+Zoi+A%2E%22">Traga Philippakos, Zoi A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> philippakos@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Quinn%2C+Margaret%22">Quinn, Margaret</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rocconi%2C+Louis%22">Rocconi, Louis</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Picerno%2C+Rebekah%22">Picerno, Rebekah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Davis%2C+Adalea%22">Davis, Adalea</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2025, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Spelling+ability%22">Spelling ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Fifth+grade+%28Education%29%22">Fifth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+algorithms%22">Decoding algorithms</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Introduction: This study aimed to investigate instructors' implementation fidelity of a program targeting multisyllabic decoding and encoding and its effects on upper elementary students' reading and spelling performance. Additionally, the research explored the influence of professional development (PD) and contextual factors on teachers' instructional practices. Methods: The study involved nine female instructors from three adjacent elementary schools, including two classroom teachers who provided whole-group instruction and seven interventionists who worked with small groups. Student participants were 64 third to fifth grade learners. PD occurred prior to the study, accompanied by weekly coaching during the seven-week instructional period. Results: Results indicated that higher fidelity of implementation for a greater number of lessons taught led to statistically significant improvements in student outcomes compared to lower fidelity for fewer lessons, which still yielded advancements in spelling and vocabulary. Furthermore, teachers exhibited significant knowledge gains from pretest to posttest, with feedback addressing factors impacting implementation fidelity. Discussion: The study discusses implications for PD and effective program implementation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. 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=188473552 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1548014 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Reading Type: general – SubjectFull: Spelling ability Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Fifth grade (Education) Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Decoding algorithms Type: general Titles: – TitleFull: Multisyllabic implementation fidelity in upper elementary and professional development considerations: a pilot. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Traga Philippakos, Zoi A. – PersonEntity: Name: NameFull: Quinn, Margaret – PersonEntity: Name: NameFull: Rocconi, Louis – PersonEntity: Name: NameFull: Picerno, Rebekah – PersonEntity: Name: NameFull: Davis, Adalea IsPartOfRelationships: – BibEntity: Dates: – D: 06 M: 10 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
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