Dahl-Leonard Katlynn, Hall Colby, Capin Philip
Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA, USA.
Department of Curriculum and Instruction, University of Houston, Houston, TX, USA.
Ann Dyslexia. 2025 Apr;75(1):71-95. doi: 10.1007/s11881-024-00315-w. Epub 2024 Aug 30.
This study examined six reading intervention teachers' implementation of the SPELL-Links to Reading and Writing intervention with students in Grades 2 and 3. The purpose was to explore the extent to which teachers who received a one-day training session without ongoing coaching support were able to implement the intervention with fidelity. It also aimed to better understand the determinants (i.e., barriers and facilitators) of teachers' implementation and their perceptions related to the importance, feasibility, and effectiveness of the intervention. Data from four sources (implementation logs, implementation observations, interviews, and surveys) were collected and analyzed. Participating teachers did not implement the intervention at the intended dosage of 4 days per week, but they did demonstrate high adherence and quality on average. Several barriers to implementation were identified, including intervention training, intervention content and structure, compatibility with existing practices, and alignment with goals. Notable facilitators of implementation were teacher capability and peer support. Teachers had varying perceptions of the intervention, with neutral satisfaction on average. These findings indicate a need for further research on determinants of intervention implementation as they may be crucial in supporting teachers' implementation fidelity.
本研究考察了六位阅读干预教师对二、三年级学生实施“拼写-读写关联”干预措施的情况。目的是探究接受了为期一天的培训且没有持续指导支持的教师能够在多大程度上忠实地实施该干预措施。研究还旨在更好地理解教师实施干预的决定因素（即障碍和促进因素）以及他们对干预措施的重要性、可行性和有效性的看法。收集并分析了来自四个来源的数据（实施日志、实施观察、访谈和调查）。参与研究的教师并未按照每周4天的预期剂量实施干预措施，但他们平均表现出了较高的依从性和质量。研究确定了几个实施障碍，包括干预培训、干预内容和结构、与现有做法的兼容性以及与目标的一致性。值得注意的实施促进因素是教师能力和同伴支持。教师对该干预措施的看法各不相同，平均满意度为中性。这些研究结果表明，需要进一步研究干预实施的决定因素，因为它们可能对支持教师的实施保真度至关重要。
