The automated Story Friends intervention was implemented with high fidelity in preschool classrooms¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Observed listening-center sessions scored 100% implementation fidelity, indicating key components were always in place. → Kelley 2015
Evidence¶
Kelley 2015¶
Kelley, E. S., Goldstein, H., Spencer, T. D., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension of preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47-61. https://doi.org/10.1016/j.ecresq.2014.12.004
q3 · i? · causal · r1
Trained observers scored a seven-item fidelity checklist of listening-center components and facilitator behavior, distributed across schools, facilitators, books, and listens. All observed sessions met every item; all participants received the intended dosage.
"Implementation fidelity assessed for 26% of 90 sessions was scored at 100%, indicating that key components of the listening center were always in place."
Discussion¶
Related Claims¶
- Educators reported high satisfaction with Story Friends, but some found repeated listens and scheduling challenging — related
- Fidelity of implementation of early language curricula varies widely across teachers and studies — related
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