Fidelity of implementation of early language curricula varies widely across teachers and studies¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Prior studies of pre-k language and literacy curricula report substantial variability in adherence (e.g., 76–82% average; 79–93% range; one study averaging 38% of core targets) and dosage (73% of intended lessons). → Tricia A. Zucker 2021 q2 i? Across the three Developing Talkers studies, total adherence improved to near 90% but dosage declined from 96.78% to 73.17% of lessons delivered between Studies 2 and 3. → Tricia A. Zucker 2021 (2)

Evidence¶

Tricia A. Zucker 2021¶

Tricia A. Zucker, Erin Jacbos & Snyder & 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?

Narrative synthesis of prior fidelity studies reported in this article's literature review; it attributes findings to Piasta et al. (2015), Justice et al. (2009), and Dickinson (2011), noting one study's low FOI was a possible explanation for lack of significant student impacts.

"In early childhood settings, Piasta et al. (2015) examined teacher FOI of a pre- kindergarten (pre-k) language and literacy curriculum and found substantial variability in adherence to components of each lesson, averaging 76–82% adherence."

Tricia A. Zucker 2021 (2)¶

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 · r2

Summary of adherence, dosage, and satisfaction data across the three Developing Talkers studies (Table 4); the article notes considerable heterogeneity in lessons implemented in Study 3 (M = 122.20, SD = 34.96) while teacher satisfaction stayed high (Range = 3.32 to 3.78 on a 4-point scale).

"Dosage declined substantially from the second study's high level of 96.78% to third study with only 73.17% of lessons delivered."

Discussion¶

Related Claims¶

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