Initial Implementation Outcomes for Scripted and Adaptive Versions of the Developing Talkers Read-Aloud Curricula for Kindergarten and Grade 1 Teachers

This study compared teacher’s preferences and implementation outcomes for two versions of a supplemental read-aloud curriculum that provides young children with vocabulary instruction and guides for teachers to ask open-ended questions and scaffold conversations. One curriculum was fully scripted and the other trained teachers to make structured adaptations. Kindergarten and Grade 1 teachers ( n = 54) were randomly assigned to the Scripted or Adaptive condition. Teacher exit interviews indicated 87.76% preferred the more efficient “softly scripted” version over the adaptive version that required time for teachers to plan modifications. Teachers in both conditions perceived similar and positive implementation outcomes in terms of appropriateness, feasibility, acceptability, and usability. For fidelity, we observed no group differences for adherence or dosage. Teachers’ baseline knowledge and skills for supporting language comprehension related to fidelity of implementation and their perceived appropriateness. These findings suggest that teachers with stronger initial competencies are better positioned to deliver curricular innovations.