Date Awarded

Summer 2017

Document Type


Degree Name

Doctor of Education (Ed.D.)




Leslie W Grant

Committee Member

Margaret E Constantino

Committee Member

Michael F DiPaola


Reading is at the heart of education and it is the basic skill upon which all others are built. Reading difficulties underlie much of the differences in academic achievement between students with specific learning disabilities in reading and non-disabled students; addressing these challenges when children are young is the key for long-term success (Borman, 2005; Cortiella & Horowitz, 2014; Juel, 1988; National Reading Panel, 2000; Torgesen et al., 2001). The purpose of this mixed methods program evaluation was to provide information to stakeholders about the implementation of the Wilson Reading System in the Mid Atlantic School Division (MASD). By examining the fidelity of implementation of the current program used in MASD’s eight of the nine elementary schools and the three middle schools, the evaluator sought to determine the fidelity of implementation as compared to the Wilson Reading System recommended implementation methods by collecting data using a teacher interview protocol and data document reviews. Data showed inconsistencies in both Phase 1 and Phase 2 implementations. Additionally, the evaluator examined assessment data to identify students that successfully completed the program according to WADE post-assessment scores and examined that student’s grade level VSOL reading score to determine if the student is able to master the grade level content after successfully exiting the program. Findings showed fidelity of implementation is vital to determine the impact linked to student outcomes in this study. Recommendations for future research and continuous program improvement included implementing fidelity checks using district personnel, implementing on-going training and a robust data collection system, and implementing reliability and validity measures of the WADE.



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