Abstract
Objectives This study aimed to synthesize the average correlations that were found between teachers’ fidelity and reading outcomes in students in the literature on reading intervention in kindergarten to elementary school. It also aimed to examine how potential moderators might affect the degree of correlations between fidelity and reading outcomes.
 Methods A literature search were performed on electronic databases (i.e., Academic Search Premier, Education Source, ERIC, and psycINFO) for dissertations or peer-reviewed articles that examine the relationship between student academic achievement and teacher fidelity score from 2000 to April, 2023. The effect size and overall meta-analysis were analyzed using the ‘meta’ and ‘rmeta’ packages in the R Studio program. To facilitate the interpretation of the analysis results, Fisher's z were converted back to Pearson's r before presenting and interpreting the results.
 Results The results revealed that small positive correlation between teachers’ fidelity and kindergarten to elementary students’ reading outcomes. The correlation effect size was 0.12(r) among 15 experimental studies and 0.24(r) among 10 non-experimental studies. Moderator effects were only statistically significant by types of fidelity components.
 Conclusions I discussed the possible reasons for low correlation between teachers’ fidelity and students’ reading outcomes based on aspects of fidelity measurement used in the studies so far.
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