Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention: Variation across Settings and Strategies
Saved in:
| Title: | Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention: Variation across Settings and Strategies |
|---|---|
| Language: | English |
| Authors: | Hadley, Elizabeth Burke, Scott, Molly, Foster, Matthew E., Dickinson, David K., Hirsh-Pasek, Kathy, Golinkoff, Roberta Michnick |
| Source: | Topics in Language Disorders. Oct-Dec 2022 42(4):319-335. |
| Availability: | Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150435 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Teachers, Fidelity, Curriculum Implementation, Vocabulary Development, Intervention, Teaching Methods, Instructional Effectiveness, Reading Aloud to Others, Play |
| DOI: | 10.1097/TLD.0000000000000294 |
| ISSN: | 0271-8294 1550-3259 |
| Abstract: | This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1372459 |
| Database: | ERIC |
| Abstract: | This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers. |
|---|---|
| ISSN: | 0271-8294 1550-3259 |
| DOI: | 10.1097/TLD.0000000000000294 |
