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Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention: Variation across Settings and Strategies

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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
FullText Text:
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  Data: Preschool Teachers' Fidelity in Implementing a Vocabulary Intervention: Variation across Settings and Strategies
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  Data: <searchLink fieldCode="AR" term="%22Hadley%2C+Elizabeth+Burke%22">Hadley, Elizabeth Burke</searchLink><br /><searchLink fieldCode="AR" term="%22Scott%2C+Molly%22">Scott, Molly</searchLink><br /><searchLink fieldCode="AR" term="%22Foster%2C+Matthew+E%2E%22">Foster, Matthew E.</searchLink><br /><searchLink fieldCode="AR" term="%22Dickinson%2C+David+K%2E%22">Dickinson, David K.</searchLink><br /><searchLink fieldCode="AR" term="%22Hirsh-Pasek%2C+Kathy%22">Hirsh-Pasek, Kathy</searchLink><br /><searchLink fieldCode="AR" term="%22Golinkoff%2C+Roberta+Michnick%22">Golinkoff, Roberta Michnick</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Language+Disorders%22"><i>Topics in Language Disorders</i></searchLink>. Oct-Dec 2022 42(4):319-335.
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  Data: 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
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  Data: Y
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  Data: 17
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink>
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  Data: 10.1097/TLD.0000000000000294
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  Data: 0271-8294<br />1550-3259
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2023
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        Value: 10.1097/TLD.0000000000000294
    Languages:
      – Text: English
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