Fidelity of implementation for an early-literacy intervention: Dimensionality and contribution to children's intervention outcomes

被引：21

作者：

Guo, Ying ^{[1
]}

Dynia, Jaclyn M. ^{[2
]}

Logan, Jessica A. R. ^{[2
]}

Justice, Laura M. ^{[2
]}

Breit-Smith, Allison ^{[1
]}

Kaderavek, Joan N. ^{[3
]}

机构：

[1] Univ Cincinnati, Sch Educ, Cincinnati, OH 45221 USA

[2] Ohio State Univ, Crane Ctr Early Childhood Res & Policy, Columbus, OH 43210 USA

[3] Univ Toledo, Dept Early Childhood Phys & Special Educ, Toledo, OH USA

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2016年 / 37卷

关键词：

Fidelity of implementation; Early-literacy intervention; Early childhood special education; Preschool children; TEACHER PROFESSIONAL-DEVELOPMENT; LANGUAGE IMPAIRMENT; EMERGENT LITERACY; PRINT AWARENESS; CURRICULUM; PRESCHOOLERS; PROGRAM; SKILLS; MATHEMATICS; ACHIEVEMENT;

D O I：

10.1016/j.ecresq.2016.06.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined fidelity of implementation (FOI) in the context of an early-literacy intervention involving 83 early childhood special education (ECSE) teachers and 291 three- to five-year old children with disabilities in their classrooms. Adherence, dosage, participant responsiveness, and program differentiation were assessed as multiple dimensions of FOI. Results demonstrated that a three-factor model of adherence and dosage, participant responsiveness, and program differentiation offered the best fit to the data to represent FOI. Further, program differentiation significantly related to children's early-literacy gains, and the effects of the intervention on children's gains in early literacy were fully mediated by program differentiation. Findings have implications for the design of effective early-literacy interventions and also for theorizing the construct of FOI. (C) 2016 Elsevier Inc. All rights reserved.

引用

页码：165 / 174

页数：10

共 68 条

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