Abstract
The purpose of this feasibility study was to inform the development of an intervention to support reading and self-regulation for students with significant reading difficulties and disabilities (RDs), including dyslexia. Participants were 21 special educators, dyslexia specialists, and reading interventionists and 48 students in Grades 2 to 4. Student outcomes were compared using a quasi-experimental design; some teachers provided the research intervention (Idea Detectives [ID] group), whereas others provided the reading interventions typically offered in their schools (business-as-usual [BAU] group). Nearly 90% of BAU students received alternate evidence-based interventions. Results showed that student outcomes did not differ between the ID and BAU groups. Observational data indicated that revisions were needed to improve the intervention’s feasibility, and qualitative teacher data identified barriers to consistent implementation, as well as strengths and shortcomings of the intervention. Teacher data suggested strong support for the inclusion of self-regulation instruction with reading intervention. This study illustrates the importance of teacher–researcher collaborations for the development of instructional interventions.
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