Research supports small-group emergent literacy intervention to boost preschool children's early skills and provide a solid foundation for continued literacy learning. Although such interventions are increasingly available to preschool teachers, we have limited understanding as to how these are implemented under routine conditions in authentic classroom settings or of the factors that facilitate or hinder implementation. In this study, we examined implementation of one small-group emergent literacy intervention, the Nemours BrightStart! Program, as used in 36 preschool classrooms (25 schools/centers) whose lead or co-lead teachers voluntarily agreed to participate; all classrooms served children identified as being at risk for later literacy difficulties. Classrooms were randomly assigned to one of two implementation models, with either teachers or other adults (“community aides”) providing the intervention to small groups of children identified as at risk for literacy difficulties. Research staff assessed implementation using a multi-dimensional framework, with data derived from videos of intervention lessons and lesson logs submitted by instructors and instructors’ responses on an end-of-year questionnaire. Data were analyzed using quantitative and qualitative approaches. Overall, instructors implemented the intervention such that it was delivered with high quality, afforded participant responsiveness, and aligned with the intended lesson duration. Adherence (i.e., extent to which key lesson elements were present) and the number of lessons implemented were more variable, with teachers generally exhibiting better adherence but community aides providing more lessons. Factors reported as facilitating implementation pertained to aspects of the intervention itself, such as the structured multisensory lessons and their interactive nature, or the ability to prepare lessons ahead of time. Time, classroom, and behavior management were commonly reported as challenges. Findings have important implications for intervention development, use, and scalability.

研究支持小组紧急扫盲干预，以提高学龄前儿童的早期技能，并为继续扫盲学习提供坚实的基础。尽管此类干预措施越来越多地提供给学前班老师，但对于在常规条件下如何在真实的教室环境中实施这些干预措施或促进或阻碍实施的因素，我们的理解有限。在这项研究中，我们研究了一种小型紧急扫盲干预措施Nemours BrightStart！该计划在36个学前班教室（25个学校/中心）中使用，其班主任或联合班主任自愿同意参加；所有的教室都为被认为有以后识字困难风险的儿童提供服务。教室被随机分配到两个实施模型之一，由老师或其他成年人（“社区助手”）提供干预，以帮助被识别为有识字困难风险的小部分儿童。研究人员使用多维框架评估了实施情况，数据来自干预视频和讲师提交的日志，以及讲师在年终问卷上的回应日志。使用定量和定性方法分析数据。总体而言，讲师实施了干预措施，从而以高质量，给参与者以响应的方式交付了干预措施，并使其与预期的课程持续时间保持一致。坚持程度（即，关键课程要素的显示程度）和实施的课程数量变化更大，教师通常表现出更好的坚持性，而社区助手则提供更多的课程。据报告，促进实施的因素涉及干预措施本身的各个方面，例如结构化的多感官课程及其互动性质，或提前准备课程的能力。时间，教室和行为管理通常被认为是挑战。研究结果对干预措施的开发，使用和可扩展性具有重要意义。