Blog Post | October 2026
Abstract: Purpose: Within the context of a multisite cluster randomized controlled trial, this mixed-methods study examined perceptual (i.e. usability, acceptability, appropriateness) and behavioral (i.e. teacher responsiveness and fidelity) implementation outcomes of preschool teachers implementing multi-tiered classroom and family innovations, their relation to student language gains, and teachers’ sustainment of these innovations into the next school year. In addition, we examined teachers’ reported barriers and facilitators of implementation.
Method: Treatment teachers (n = 69) were observed and surveyed to assess immediate implementation outcomes, and follow-up surveys captured sustainment the following school year. Exit interviews captured qualitative data on overall experiences with the program, barriers and facilitators, and intentions for future use. Language measures in English and Spanish (i.e. vocabulary, grammar, listening comprehension) were collected across 285 linguistically diverse students.
Results: Teachers had positive views of the innovations and almost all reported sustaining components. Teachers demonstrated high adherence and were responsive to coaching. However, Tier 2 small group dosage was low, and negative relations existed between Tier 2 adherence and language, such that students’ gains were lower than expected.
Conclusion: Findings extend the field’s understanding of the determinants of implementation and how early literacy innovations are perceived, observed, and sustained.
Published: October 29, 2026
Publication: Scientific Studies of Reading
CLI Authors: Tricia A. Zucker, PhD; Keisey Fumero, PhD; and Michael Assel, PhD
Funding: This work was supported by the Institute of Education Sciences, U.S. Department of Education, under Grant [R305A210157]; Office of Special Education Programs, U.S. Department of Education under Grant [#H325D210062].
Citation: Cabell, S. Q., Zucker, T. A., Brown, S., Schatschneider, C., Fumero, K., Vasile, R. M., … Assel, M. (2026). Immediate and Sustained Implementation of a Multi-Tiered Classroom and Family Curriculum Supplement to Support Preschoolers’ Language Development. Scientific Studies of Reading, 1–27. https://doi.org/10.1080/10888438.2026.2748997