Different Approaches to Implementation Fidelity and Vocabulary Instruction in Urban Kindergarten Classrooms

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-19 - Vocabulary Instruction for Young Children

Abstract

This study explores teachers’ fidelity to different components of a vocabulary intervention, specifically their use of prescribed routines and language strategies as well as teachers’ application of language strategies beyond what was scripted by the program (language extensions), and the association between these different forms of intervention use and curriculum vocabulary. Teacher fidelity to the intervention was explored across thirteen kindergarten classrooms. Employing multi-level modeling results indicate that teachers’ language extensions were positively associated with vocabulary performance after the 24 week intervention above and beyond surface forms of fidelity. These findings support teacher training on evidence-based practices that focus not only on intervention procedures, but also on how to use program features to more responsively address the needs of students.

Authors

• Sabina Rak Neugebauer, Temple University

• Michael D. Coyne, University of Connecticut

• Elina Giatsou, Loyola University Chicago