The Impact of "HeadsUp! Reading" on Early Childhood Educators' Literacy Practices and Preschool Children's Literacy Skills

Autor/inn/en	Jackson, Barbara; Larzelere, Robert; St. Clair, Lisa; Corr, Marcia; Fichter, Carol; Egertson, Harriet
Titel	The Impact of "HeadsUp! Reading" on Early Childhood Educators' Literacy Practices and Preschool Children's Literacy Skills
Quelle	In: Early Childhood Research Quarterly, 21 (2006) 2, S.213-226 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2006.04.005
Schlagwörter	Early Childhood Education; Preschool Children; Literacy Education; Emergent Literacy; Teacher Workshops; Professional Development; Teacher Effectiveness; Classroom Techniques; Poverty; Spanish Speaking; English; Native Speakers + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenführung; Armut; English language; Englisch; Muttersprachler
Abstract	This study evaluated the effects of "HeadsUp! Reading" (HUR), a professional development literacy workshop series, with and without supplementary mentoring on early childhood educators' (ECEs) practices and its subsequent effect on preschool children's literacy skills. ECEs who served children in high poverty communities participated in a 15-week satellite broadcast training series. Pre- and post-assessments were completed for both the control and intervention groups. Participants in HUR and HUR+mentoring significantly exceeded the control ECEs on the quality of their classroom environments. Children's literacy skills improved more in the HUR classrooms than in control classrooms. Mentoring did not enhance preschool children's literacy skills more than HUR alone. The treatment was equally effective for Spanish- and English-speaking children. Early childhood educator participation in "HeadsUp! Reading" can enhance the effectiveness of classroom literacy practices and has subsequent benefits on language and literacy skills of preschool children from poverty backgrounds. These findings further support the crucial role of high quality programs for the development of children's literacy skills. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10