PURPOSE Dialogic reading (DR) is an evidence-based method for reading with young children that is associated with improvements in children's oral language skills. There is, however, a lack of consensus on (a) how to train educators to deliver the intervention and (b) methods for assessing implementation fidelity. We designed this study to provide preliminary data about the viability of online video modules as an initial training option within a future tiered training model. METHOD We employed a within-subject repeated-measures group design to evaluate educators' (N = 20) implementation of DR after viewing training videos. Educators filmed themselves reading three storybooks with a child "as they would typically" to establish pretest reading behaviors. After being given access to a series of DR training videos, the educators recorded themselves reading three storybooks with the child using DR strategies as a posttest measure. RESULTS Educators improved their use of individual strategies included in the DR instructional sequence at posttest; however, most participants did not consistently follow the entire instructional sequence as designed. Only one educator delivered the complete DR instructional sequence in > 80% of opportunities at posttest. CONCLUSION Modifications to video training modules and additional coaching support may be warranted for many educators to achieve the level of implementation fidelity needed to improve the child's oral language skills from the intervention. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25749387.

中文翻译：

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通过基于视频的在线培训学习实施对话阅读：初步研究。


目的对话阅读（DR）是一种与幼儿一起阅读的循证方法，与儿童口语技能的提高有关。然而，对于（a）如何培训教育工作者提供干预措施和（b）评估实施保真度的方法缺乏共识。我们设计这项研究的目的是提供有关在线视频模块作为未来分层培训模型中的初始培训选项的可行性的初步数据。方法 我们采用受试者内重复测量小组设计来评估教育者（N = 20）在观看培训视频后对 DR 的实施情况。教育工作者拍摄自己与孩子一起阅读三本故事书的过程，“就像他们通常会做的那样”，以建立预测试阅读行为。在获得一系列灾难恢复培训视频后，教育工作者记录了自己与孩子一起阅读三本故事书的情况，并使用灾难恢复策略作为后测试措施。结果 教育工作者在后测中改进了 DR 教学序列中包含的个人策略的使用；然而，大多数参与者并没有始终如一地遵循设计的整个教学顺序。在后测试中，只有一名教育者在超过 80% 的机会中提供了完整的 DR 教学序列。结论 对于许多教育工作者来说，可能需要修改视频培训模块和额外的辅导支持，以达到通过干预提高儿童口语技能所需的实施保真度水平。补充材料 https://doi.org/10.23641/asha.25749387。