Exploring the Factors Contributing to Fidelity in Literacy Interventions

Abstract

Literacy is a core academic skill, however, not all children learn to read and write successfully through traditional methods of instruction. Literacy interventions are an important tool to support struggling learners, but their impact can be undermined when they are delivered without fidelity. A systematic review was conducted to explore factors contributing to fidelity in literacy interventions. 11 studies were identified, four investigated possible contributing factors to fidelity while seven investigated approaches to support fidelity. The findings of these studies indicated several environmental and individual factors, including class size and interventionists’ level of education, can impact the intervention fidelity. Several approaches were found to have a positive impact in supporting fidelity, including training, ongoing support through coaching and feedback, and finally self-monitoring approaches. While these findings are encouraging there were methodological flaws within the body of research and a general lack of replication, and none of the approaches identified reach the criteria to be considered evidence-based practice. We must therefore be cautious in interpreting these findings and future research will need to work to replicate this work within a UK context. While the evidence is not yet conclusive it does provide the starting point for future research and suggests implications for developing practice.

Precision teaching is an evidence-based intervention designed to support learners to reach fluency in a target skill. While precision teaching has been shown to be effective in supporting the development of a range of core academic skills there is evidence to suggest that it is often delivered without intervention fidelity. The current mixed methods study collected both quantitative data, from questionnaires related to the fidelity of intervention delivery, and qualitative data, from participants responses in semi structured interviews. Interview data was then thematically analysed to identify factors contributing to faithful delivery of the precision teaching intervention. Teachers and TAs responses indicated that there was variability in the delivery of a precision teaching intervention. Teachers and TAs outlined a range of factors which played a role in the effectiveness of the intervention including the emotional state and motivation of learners, the use of an individualised approach, and the quality of delivery. Teachers and TAs both indicated that their skills and understanding of the intervention and the systemic support they received aided intervention fidelity. Teachers reported competing demands and an overall lack of time undermined their ability to deliver the intervention faithfully. TAs indicated that scheduling conflicts, and their own lack of control over their workload undermined intervention fidelity. The findings of this study present clear implications for future practice and particularly highlight the need for careful planning, incorporating leadership perspectives and sufficient allocation of resources, in delivering precision teaching interven

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ORCID for Leanne Morrison: orcid.org/0000-0002-9961-551X

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