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Article
Treatment integrity and treatment effects vary for the Corrective Reading Decoding program when implemented with middle school students with reading difficulties
Evidence-Based Communication Assessment and Intervention
  • Nicole Pyle, Utah State University
Document Type
Article
Publisher
Taylor and Francis
Publication Date
4-1-2012
DOI
10.1080/17489539.2012.735812
Abstract

This review provides a summary and appraisal commentary on the treatment review by Benner, G. J., Nelson, J. R., Stage, S. A., & Ralston, N. C. (2011). The influence of fidelity of implementation on the reading outcomes of middle school students experiencing reading difficulties. Remedial and Special Education, 32, 79–88.

Source of funding and disclosure of interest: This research was supported in part by funding from the Washington State Higher Education Coordinating Board using Title II, Part A (Improving Teacher Quality) funds from the U.S. Department of Education; the original authors of this research report no conflicts of interest.

Citation Information
Pyle, N. (2012). The influence of fidelity of implementation on the reading outcomes of middle school students experiencing reading difficulties. Evidence-Based Communication Assessment and Intervention, 6(2), 108-112. doi: 10.1080/17489539.2012.735812