Many educators are unprepared to meet the needs of students with the most intensive reading intervention needs. The purpose of this review was to identify how researchers have provided professional development (PD) to support educators’ implementation of intensive reading interventions, the extent to which these approaches included essential PD elements, and how researchers have measured implementer outcomes. In the 26 studies reviewed, implementers received initial training, and most received some form of ongoing support. Most studies appeared to incorporate one or more essential PD elements, though many lacked sufficient detail regarding the presence of these elements. Researchers used a variety of fidelity measures and other methods to assess implementer outcomes, which were typically positive. Results of this review indicate the need for researchers to report more detailed descriptions of PD activities, as well as the need for continued research on how best to support teachers’ implementation of intensive reading interventions.

许多教育工作者没有做好充分准备来满足最需要阅读干预的学生的需求。这篇综述的目的是确定研究人员如何提供专业发展（PD）来支持教育者实施强化阅读干预措施，这些方法在多大程度上包含了PD的基本要素，以及研究人员如何衡量实施者的成果。在所审查的26项研究中，实施者接受了初步培训，大多数接受了某种形式的持续支持。大多数研究似乎包含一种或多种必不可少的PD元素，尽管许多研究缺乏关于这些元素存在的足够详细信息。研究人员使用了各种保真度评估方法和其他方法来评估实施者的成果，这些成果通常是积极的。