Original ArticlesPreschool Teachers' Fidelity in Implementing a Vocabulary Intervention Variation Across Settings and StrategiesHadley, Elizabeth Burke; Scott, Molly; Foster, Matthew E.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick Author Information Department of Language, Literacy, EdD, Exceptional Education, and Physical Education, University of South Florida, Tampa (Dr Hadley); Teachers College, Columbia University, New York, New York (Dr Scott); Child & Family Studies, University of South Florida, Tampa (Dr Foster); Department of Teaching, Learning, & Diversity, Vanderbilt University, Nashville, Tennessee (Dr Dickinson); Department of Psychology, Temple University, Philadelphia, Pennsylvania (Dr Hirsh-Pasek); and School of Education, University of Delaware, Newark (Dr Golinkoff). Corresponding Author: Elizabeth Burke Hadley, PhD, Department of Language, Literacy, EdD, Exceptional Education, and Physical Education, College of Education, University of South Florida, 4202 E Fowler Ave., EDU 105 Tampa, FL 33620 ([email protected]). This study was funded by grant R305A150435 from the Institute of Education Sciences, US Department of Education. The opinions expressed are those of the authors and do not represent the views of the Institute or the US Department of Education. The authors thank Molly F. Collins, Emily Hopkins, Rebecca Dore, and Jessica Lawson-Adams for their work on this grant. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.topicsinlanguagedisorders.com). Author disclosures can be found at https://links.lww.com/TLD/A99. Topics in Language Disorders: October/December 2022 - Volume 42 - Issue 4 - p 319-335 doi: 10.1097/TLD.0000000000000294 Buy SDC Metrics Abstract This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10) taught 80 new target words to children (n = 138) during shared book reading (BR) and playful learning experiences (PLEs). Teachers were asked to use core intervention strategies, which included both teacher- and child-focused practices. Results showed that teachers had higher adherence to strategies in BR than in PLEs and for teacher-focused strategies versus child-focused practices. Across settings, teachers' use of core strategies and the use of child-focused practices were significantly related to children's vocabulary outcomes. Results not only suggest the importance of child-focused vocabulary teaching strategies but also indicate the need for additional coaching in this area for teachers. © 2022 Wolters Kluwer Health, Inc. All rights reserved.