Intervention fidelity was high, with 100% adherence to allocated topic time and 78% of students attending all five lectures¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Independent review of recorded lectures and online materials showed 100% adherence to the course time devoted to each metalinguistic topic, and 78% of students attended all five lectures. → McNeill 2018

Evidence¶

McNeill 2018¶

McNeill, B. C. (2018). Improving Preservice Teachers' Phonemic Awareness, Morphological Awareness and Orthographic Knowledge. Australian Journal of Teacher Education, 43(1). http://ro.ecu.edu.au/ajte/vol43/iss1/2

q2 · i? · causal · r1

Intervention fidelity and attendance checks reported in the Methodology: a doctoral student independently reviewed recorded lectures and online materials to validate topic time, and attendance records showed "78% of student attended all five lectures", with 82% of absentees accessing recordings.

"The analysis showed 100% adherence to the amount of course time devoted to teaching phonological awareness, orthographic awareness and morphological awareness knowledge respectively."

Discussion¶

Related Claims¶

• Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
• Implementation fidelity and global instructional quality were high across the intervention's instructional components — related
• Teachers allocated on average five percent of intervention sessions to predicting and purpose setting, with fidelity of implementation averaging 45.4% — related
• Preservice teachers completing 10 hours of metalinguistic coursework outperformed preservice teachers without such content in phoneme and morpheme identification — related