Exploring the feasibility of implementing the SPELL-Links to Reading and Writing intervention.

Area of Science:

• * Educational Psychology
• * Literacy Education
• * Intervention Science

Background:

• * Effective reading interventions are crucial for elementary students.
• * Teacher implementation fidelity is vital for intervention success.
• * The SPELL-Links to Reading and Writing intervention targets foundational literacy skills.

Purpose of the Study:

• * To assess the fidelity of SPELL-Links to Reading and Writing intervention implementation by teachers.
• * To identify barriers and facilitators influencing teachers' implementation.
• * To understand teachers' perceptions of the intervention's importance, feasibility, and effectiveness.

Main Methods:

• * Mixed-methods approach utilizing implementation logs, observations, interviews, and surveys.
• * Study involved six Grade 2 and 3 teachers implementing the SPELL-Links intervention.
• * Analysis focused on dosage, adherence, quality, barriers, facilitators, and teacher perceptions.

Main Results:

• * Teachers did not achieve the target dosage (4 days/week) but demonstrated high adherence and quality.
• * Identified barriers included training, intervention design, compatibility, and goal alignment.
• * Teacher capability and peer support emerged as key facilitators; overall satisfaction was neutral.

Conclusions:

• * Teacher training and ongoing support are critical for successful intervention implementation.
• * Addressing identified barriers can improve intervention fidelity.
• * Further research into implementation determinants is needed to optimize reading intervention outcomes.