Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention), a professional development program with embedded student intervention and weekly webcam literacy coaching support, was related to spring reading and oral vocabulary gains for students at risk for reading-related disabilities. The study also examined whether teachers’ years of participation in TRI (1 year vs 2 years) moderated associations between intervention fidelity and students’ reading and oral vocabulary outcomes. Findings suggested that teachers’ adherence to TRI strategies was directly associated with students’ vocabulary gains as well as word reading skills for teachers in their second year of participation. Furthermore, when teachers provided students with more TRI exposure during their second year of participation, students made greater gains in word reading and reading comprehension.

教师实施差异化的补充教学对于帮助有阅读障碍或有阅读障碍风险的学生获得早期阅读和词汇技能至关重要。这项研究代表了一项初步调查，即课堂教师对有针对性的阅读指导（TRI，以前称为有针对性的阅读干预）的干预保真度（暴露度、依从性和质量），这是一项具有嵌入式学生干预和每周网络摄像头识字指导支持的专业发展计划，与有阅读障碍风险的学生的春季阅读和口语词汇量增加有关。该研究还检查了教师参与 TRI 的年数（1 年与 2 年）是否调节了干预保真度与学生阅读和口语词汇结果之间的关联。研究结果表明，教师对 TRI 策略的坚持与学生在参与的第二年获得的词汇量以及教师的单词阅读技巧直接相关。此外，当教师在学生参与的第二年为他们提供更多的 TRI 接触时，学生在单词阅读和阅读理解方面取得了更大的进步。