Table 2.

Procedural Fidelity and Quality of Instruction of Language and Literacy Lessons (n = 135)

	Language Lesson (n = 52)			Literacy Lesson (n = 83)			Mean difference t-test
Measure	%	M	SD	%	M	SD	t	p
Procedural Fidelity
Routine Activities
All students can see the teacher	100			99
Teacher calls children’s attention to and/or makes an explicit transition to the activity	98			99
Teacher has all listed materials available and easily accessible	96			90
All listed materials are used in general accordance with the activity plan	92			86
There are no major distractions and/or disruptions during the activity	79			76
Teaching Activities
Teacher language is in general accordance to the script in the activity plan	87			83
Teacher makes explicit attempts to engage the children’s participation in the activity	98			100
Teacher summarizes the children’s performance and task engagement or provides other formal ending to task	79			78
All components of the lesson are completed	92			86
Procedural Fidelity Total
Routine Activities (0–5)		4.65	0.52		4.49	0.72	−1.49#	.138
Teaching Activities (0–4)		3.56	0.83		3.47	0.79	−0.62	.537
Quality of Instruction (1–7)
Language Modeling		3.06	1.35		2.33	1.13	−3.40***	.001
Low Quality (1–2)	40			70
Medium Quality (3–5)	52			29
High Quality (6–7)	8			1
Literacy Focus		2.19	1.30		2.83	1.41	2.64**	.009
Low Quality (1–2)	67			55
Medium Quality (3–5)	21			39
High Quality (6–7)	2			6

^*p ≤ .05.

^**p ≤ .01.

^***p ≤ .001.

^#Variances were significantly different (p = .006)