Preschool Teachers’ Fidelity in Implementing a Vocabulary Intervention

• In Event: Understanding Early Childhood Teacher Professional Development Around Vocabulary Instruction: The Essential Role of Teacher Fidelity

Abstract

Vocabulary intervention researchers have found that preschoolers can and do learn new words from explicit instruction (Marulis & Neuman, 2010). However, it has proven difficult to translate smaller-scale, tightly controlled preschool vocabulary interventions into more naturalistic classroom contexts over the long-term. More information is needed about how to optimize instructional methods and provide targeted support for teachers. Towards this end, in the current study we examine teacher implementation fidelity data from a recent preschool vocabulary intervention (Authors, 2022). By investigating which practices teachers consistently implement across settings, and which practices are associated with child vocabulary outcomes, we aim to inform the design of efficient, effective, and feasible interventions.

During the vocabulary intervention, teachers (n = 10; five Head Start, five state-funded pre-k) taught 80 new target words to preschool children (n = 138). Vocabulary words were taught both during shared book-reading (BR) and playful learning experiences (PLEs). PLEs included activities such as board games, sociodramatic play, and songs, all modified to include target vocabulary instruction. Teachers participated in professional development to learn intervention strategies and were also supported by coaches throughout implementation. During BR and PLE sessions, teachers were asked to use a set of core intervention strategies, which included both teacher- and child-focused practices (see Table 1).

Children were pre-tested and post-tested on target vocabulary words using a receptive and an expressive vocabulary measure. Children’s general receptive vocabulary knowledge was also assessed using the Peabody Picture Vocabulary Test (PPVT-IV) at pre-test. Videos of intervention activities were coded to evaluate teachers’ implementation fidelity. We coded teachers’ use of all core intervention strategies and additional “bonus” instruction that went above and beyond core instruction.

We first examined how teachers’ fidelity varied across settings and for different strategy types (see Table 1). Overall, teachers’ fidelity for core strategies was higher during BR (69%) than PLEs (56%). Also, teachers had substantially higher fidelity for teacher-focused strategies (82% in BR, 70% in PLEs) than child-focused strategies (59% in BR, 27% in PLEs).

Next, we examined relations between teacher strategies and child vocabulary outcomes. First, we tested the associations between core strategies and vocabulary in both BR and PLE settings. Results indicated that use of both core BR and core PLE strategies predicted vocabulary learning outcomes, but that only core PLE strategies predicted vocabulary when both fidelity variables were in the same model (see Table 2). We then tested associations between teacher- and child-focused strategies and vocabulary. Results showed a pattern of positive significant relationships between child-focused strategies and child vocabulary outcomes in both BR (γ_04= 0.383) and PLE (γ_05 = 0.383) settings. Teacher-focused strategies during PLEs, but not BR, were significantly related to receptive vocabulary (γ_04=0.365).

Our results suggest that implementation fidelity data is an important data source for refining interventions. Descriptive results indicate strategies that may be too difficult or less feasible for teachers and correlational results indicate which strategies are likely “active ingredients” for intervention success. Additional implications for vocabulary instruction will be discussed.

Authors

• Elizabeth Burke Hadley, University of South Florida
  Presenting Author

• Molly Scott, Teachers College, Columbia University

• Matthew E Foster, University of South Florida

• David K Dickinson, Vanderbilt University

• Kathy A Hirsh-Pasek, Temple University

• Roberta M Golinkoff, University of Delaware