Improving the Language and Literacy Skills of Bilingual Kindergarteners: Implementation Fidelity and Sustainability of a Research-Based Vocabulary Intervention Program

• In Event: Poster Session 6
  In Poster Session: Bilingualism/English as a Second Language

Abstract

This two year mixed methods study examines the implementation fidelity an sustainability of a vocabulary intervention for bilingual Spanish-speaking students. During the first year the teachers were engaged in implementing a class-wide vocabulary enhancement program. The second year followed up with teachers to examine their continued use of the program independently of the researchers direct support. Mean fidelity scores for both years were high (above 90%). Teacher interview revealed that ease of materials, student gains, and quality professional development were the biggest factors in their continued use of the program.

Authors

• Lianna Pizzo, Boston College

• Mariela M. Paez, Boston College