Teachers adhered less to scaffolding than to fully scripted curriculum components across three studies¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Adherence to the scaffolding approach (62.46% to 76.00%) was lower than adherence to scripted features such as vocabulary instruction and inferential questions (72.50% to 95.76%). → Tricia A. Zucker 2021

Evidence¶

Tricia A. Zucker 2021¶

Tricia A. Zucker, Erin Jacbos & Sonia Q. Cabell (2021). Exploring Barriers to Early Childhood Teachers' Implementation of a Supplemental Academic Language Curriculum. Early Education and Development. https://doi.org/10.1080/10409289.2020.1839288

q2 · i? · qualitative · r?

Observation-based fidelity data summarized in Table 4 across three Developing Talkers studies; the article attributes this to scaffolding being less amenable to scripting because it requires teacher skill and practice to respond to each child's verbalization.

"teachers struggled to implement the scaffolding approach (62.46% to 76.00% adherence) more than other focal evidence-based practice."

Discussion¶

Related Claims¶

• Engelmann's Direct Instruction curricula improve academic outcomes across reading, mathematics, language and spelling — the general claim this finding bears on, with the studies behind it
• Fidelity of implementation of early language curricula varies widely across teachers and studies — a broader claim this one bears on
• Personalized Learning Effects Vary With Fidelity — related
• Practitioners identified classroom complexities and fidelity-of-implementation variability as considerations experimental research should account for beyond causal effects — related
• The script improved adherence to the prescribed order of grounding discussions before group activities, with an additional effect of the structured interface — related