Bresina, Britta2020-05-042020-05-042019-02https://hdl.handle.net/11299/213065University of Minnesota M.A. thesis. February 2019. Major: Educational Psychology. Advisor: Kristen McMaster. 1 computer file (PDF); vii, 46 pages.Data from a small randomized control trial of teachers’ use of Data-Based Instruction (DBI) for early writing were analyzed to determine the influence of teacher knowledge, skills, and treatment fidelity on student growth. Participants included 11 elementary grade teachers who delivered intensive intervention in early writing and their students (n = 31), all identified as either at-risk for or with disabilities that affect their writing. Teachers received professional development accompanied by ongoing coaching to support the implementation of DBI for improving their students’ early writing skills. Results from a multiple regression analysis suggest that teacher knowledge and skills in DBI was strongly related to student growth in early writing. Implications for instructional coaching and improving student writing growth are discussed. Findings also informed improvements to a fidelity measure with the intention to capture more precisely teachers’ fidelity of intensive intervention.encoachingdata-based instructionearly writingintensive interventionThesis or Dissertation