Pence Khara L, Justice Laura M, Wiggins Alice K
University of Virginia, Charlottesville, Virginia, USA.
Lang Speech Hear Serv Sch. 2008 Jul;39(3):329-41. doi: 10.1044/0161-1461(2008/031).
This study examined preschool teachers' fidelity to the language-focused curriculum (LFC; B. Bunce, 1995), a comprehensive classroom curriculum designed to improve at-risk children's language outcomes through targeted improvements to a classroom's activity contexts (e.g., dramatic play, art, storybook reading) and instructional processes (e.g., teacher use of open-ended questions, recasts, and expansions). Specific aims included to (a) examine program differentiation by determining how measures of activity contexts and instructional processes differentiated treatment and comparison teachers, (b) determine treatment teachers' adherence to both activity contexts and instructional processes over an entire academic year, and (c) determine treatment teachers' reported quality of program delivery and comfort with curriculum implementation.
Fourteen preschool teachers were randomly assigned to implement the LFC or to maintain their prevailing curriculum. Fidelity was measured 3 times over an academic year using a curriculum fidelity checklist.
LFC teachers exhibited fidelity to activity contexts more readily than to instructional processes. Teacher use of language-focused instructional processes was relatively low even after a year of LFC implementation.
This study supports the need for speech-language pathologists to work closely with preschool educators to implement the activity contexts and instructional processes associated with high-quality preschool language-learning environments.
本研究考察了学前教师对以语言为重点的课程（LFC；B. 邦斯，1995年）的忠实度，这是一种全面的课堂课程，旨在通过针对性地改善课堂活动情境（如戏剧表演、艺术、故事书阅读）和教学过程（如教师使用开放式问题、重新表述和扩展）来提高高危儿童的语言学习成果。具体目标包括：（a）通过确定活动情境和教学过程的测量方法如何区分接受干预的教师和对照教师来检验项目差异；（b）确定接受干预的教师在一整个学年中对活动情境和教学过程的坚持程度；（c）确定接受干预的教师报告的项目实施质量以及对课程实施的舒适度。
14名学前教师被随机分配去实施LFC或维持他们原有的课程。在一学年中使用课程忠实度清单对忠实度进行了3次测量。
与教学过程相比，实施LFC的教师更容易表现出对活动情境的忠实度。即使在实施LFC一年后，教师对以语言为重点的教学过程的使用仍然相对较少。
本研究支持言语病理学家需要与学前教育工作者密切合作，以实施与高质量学前语言学习环境相关的活动情境和教学过程。
