[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590381-105":59,"doc-detail-590381-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","initial-implementation-outcomes-for-scripted-and-adaptive-versions-of-the-developing-talkers-read-aloud-curricula-for-kindergarten-and-grade-1-teachers","Initial Implementation Outcomes for Scripted and Adaptive Versions of the Developing Talkers Read-Aloud Curricula for Kindergarten and Grade 1 Teachers","","Compares teacher preferences and implementation outcomes for two versions of a supplemental read-aloud curriculum that teaches vocabulary and supports teachers in asking open-ended questions and scaffolding conversations. Kindergarten and Grade 1 teachers (n=54) were randomly assigned to scripted or adaptive conditions. Interviews show 87.76% preferred the more efficient “softly scripted” version, while both conditions produced similarly positive ratings for appropriateness, feasibility, acceptability, and usability, and no fidelity differences in adherence or dosage. Findings link stronger teacher baseline skills to better implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/initial-implementation-outcomes-for-scripted-and-adaptive-versions-of-the-developing-talkers-read-aloud-curricula-for-kindergarten-and-grade-1-teachers/590381/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/initial-implementation-outcomes-for-scripted-and-adaptive-versions-of-the-developing-talkers-read-aloud-curricula-for-kindergarten-and-grade-1-teachers/590381.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study compare between scripted and adaptive curriculum versions?","Question",{"text":112,"@type":113},"It compared teacher preferences and implementation outcomes for two versions of a supplemental read-aloud curriculum designed to support vocabulary instruction and teacher-led conversation scaffolding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers assigned to the scripted versus adaptive conditions?",{"text":117,"@type":113},"Kindergarten and Grade 1 teachers (n=54) were randomly assigned to the Scripted or Adaptive condition.",{"name":119,"@type":110,"acceptedAnswer":120},"Did scripted and adaptive versions differ in implementation fidelity and perceived outcomes?",{"text":121,"@type":113},"Teachers in both conditions reported similar positive implementation outcomes (appropriateness, feasibility, acceptability, usability), and observed fidelity showed no group differences for adherence or dosage.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590381,1792166189,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–18 DOI: 10. 1177/23328584251361052  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nInitial Implementation Outcomes for Scripted and Adaptive Versions of the Developing Talkers Read-Aloud Curricula for Kindergarten and  \nGrade 1 Teachers  \nTricia A. Zucker  \nMichael P. Mesa  \nKeisey Fumero  \nRebecca Duron  \nChildren’s Learning Institute, University of Texas Health Science Center at Houston (UTHealth)  \nSonia Q. Cabell  \nFlorida Center for Reading Research, Florida State University  \nJessica Logan  \nPeabody College, Vanderbilt University  \nYoonkyung Oh  \nChildren’s Learning Institute, University of Texas Health Science Center at Houston (UTHealth)  \nThis study compared teacher’spreferences and implementation outcomes for two versions of a supplemental read-aloud curriculum that provides young children with vocabulary instruction and guides for teachers to ask open-ended questions and scaffold conversations. One curriculum was fully scripted and the other trained teachers to make structured adaptations.  \nKindergarten and Grade 1 teachers (n = 54) were randomly assigned to the Scripted or Adaptive condition. Teacher exit interviews indicated 87. 76% preferred the more efficient “softly scripted” version over the adaptive version that required time for teachers to plan modifications. Teachers in both conditions perceived similar and positive implementation outcomes in terms of appropriateness, feasibility, acceptability, and usability. For fidelity, we observed no group differences for adherence or dosage. Teachers’baseline knowledge and skills for supporting language comprehension related to fidelity of implementation and their perceived appropriateness. These findings suggest that teachers with stronger initial competencies are better positioned to deliver curricular innovations.  \nKeywords: Child Development, Early Childhood, Elementary Schools, Language Comprehension/Development, Teacher Education/Development, Teacher Research, Experimental Design, Observational Research  \nHighlights  \n• There is debate about whether classroom curricula should be scripted or adaptive.  \n• We asked teachers if they preferred a scripted or adaptive read-aloud curriculum.  \n• The majority preferred a scripted version because it was easy to use and efficient.  \n• Implementation outcomes were similar across the scripted and adaptive conditions.  \n• Teachers with higher initial knowledge and skills had better implementation.  \nIntroduction  \nOnly 9% of Grade 4 students in the United States demonstrate advanced reasoning when reading academic texts (U.S. Department of Education, 2022) . Therefore, experts recommend prioritizing early oral language instruction that promotes higher-level language comprehension skills  \nCreative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License  \n([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) which permits any use, reproduction and distribution of the work without further  \npermission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nZucker et al.  \nneeded for later literacy success (Justice & Jiang, 2023; Kleeck, 2008). Yet, it takes considerable teacher competencies to facilitate the type of classroom discourse needed to improve students’ language comprehension skills (e.g., Crawford et al., 2013, 2021; Hadley et al., 2022), especially when students enter school with diverse home languages (Goldenberg, 2020) . Many early language comprehension interventions use read-aloud curricula containing lesson guides and activities that","cbCaiqZq8FiwymN8","https://ap.wps.com/l/cbCaiqZq8FiwymN8","pdf",736806,18,"English","# Highlights\n## Scripted vs adaptive curriculum debate\n## Teacher preference for scripted format\n## Similar implementation outcomes across conditions\n## Role of teacher baseline knowledge and skills\n# Introduction\n## Rationale for early oral language instruction\n## Evidence for read-alouds and implementation at scale\n## Need to compare scripted and adaptive approaches\n# Scripted and Adaptive Approaches to Curriculum Design\n## Background on read-aloud efficacy","[{\"question\":\"What did the study compare between scripted and adaptive curriculum versions?\",\"answer\":\"It compared teacher preferences and implementation outcomes for two versions of a supplemental read-aloud curriculum designed to support vocabulary instruction and teacher-led conversation scaffolding.\"},{\"question\":\"How were teachers assigned to the scripted versus adaptive conditions?\",\"answer\":\"Kindergarten and Grade 1 teachers (n=54) were randomly assigned to the Scripted or Adaptive condition.\"},{\"question\":\"Did scripted and adaptive versions differ in implementation fidelity and perceived outcomes?\",\"answer\":\"Teachers in both conditions reported similar positive implementation outcomes (appropriateness, feasibility, acceptability, usability), and observed fidelity showed no group differences for adherence or dosage.\"}]","Initial Implementation Outcomes for Scripted and Adaptive Versions of the Developing Talkers Read-Aloud Curricula for Kindergarten and Grade 1 Teachers | PDF",1792069516,45]