Examining the Effects of Performance Feedback on Preschool Teachers’ Fidelity of Implementation of a Small-Group Phonological Awareness Intervention

Although a growing body of literature indicates that high-quality preschool and/or prekindergarten programs can improve child outcomes, research evidence suggests that some children may continue to exhibit academic difficulties. While there appears to be overwhelming evidence supporting the effectiveness of performance feedback for improving teaching practices in kindergarten to Grade 12 settings, research is needed on its effectiveness with preschool teachers to address early literacy concerns. Thus, for this study, we used a concurrent multiple baseline across-group design to examine the effectiveness of performance feedback on teachers’ implementation of a targeted small-group phonological awareness intervention. We also examined the impact of targeted small-group instruction on students’ phonological awareness skills. Findings suggested that preschool teachers were satisfied with the performance feedback process and found the phonological awareness intervention to be acceptable and socially valid. The discussion includes implications for future research and practice.