Abstract
In the last issue (42.4), I introduced “Introduction to Implementation Science for Research on Learning Disabilities” with Guest Editors, Drs. Lindy Crawford and Keith Smolkowski. Three papers were presented including an introduction paper that focused on Fidelity of Implementation in the Field of Learning Disabilities and a description of the two other papers related to fidelity in this issue. I thank Drs. Crawford and Smolkowski for their contribution to Learning Disability Quarterly (LDQ) on this important topic.
In this issue (43.1), two additional papers conclude this special series on Fidelity of Implementation in the Field of Learning Disabilities. Erin A. Chaparro, Keith Smolkowski, and Kathleen Ryan Jackson write about “Scaling Up and Integrating Effective Behavioral and Instructional Support Systems (EBISS): A Study of One State’s Professional Development Efforts,” and Jean Stockard provides the topic of fidelity and administrative decisions, “The Impact of Administrative Decisions on Implementation Fidelity of Direct Instruction and Student Achievement.” These papers add important information that complements the fidelity papers in 42.4.
Following the special issue papers in 43.1, readers will find two additional papers. Troy Mariage, Carol Sue Englert, and the late Mary F. Mariage write about “Comprehension Instruction for Tier 2 Early Learners: A Scaffolded Apprenticeship for Close Reading of Information Text,” which provides critical information about a Tier 2 Early Learners study. Finally, Yan Ping Xin, Ming Ming Chiu, Ron Tzur, Xiaojun Ma, Joo Young Park, and Xuan Yang report on findings from their exploratory study, “Linking Teacher-Learner Discourse with Mathematical Reasoning of Students with Learning Disabilities: An Exploratory Study.” The connection between discourse and mathematical reasoning is important to further investigate particularly for students with LD.
I greatly appreciate the scholarly contributions of researchers in this issue to the understanding of critical issues facing our field. I hope the papers in this issue of LDQ will stimulate discussion and encourage readers to further explore these important topics.