Dissertation/Thesis Abstract

Preschool teachers use of embedded-explicit instruction to promote literacy
by McGowan, Erin M., Ed.Sp., California State University, Long Beach, 2016, 93; 10102590
Abstract (Summary)

Multiple-baseline across participants design was used to examine the effects of professional development (PD) and coaching on preschool teachers’ implementation of embedded-explicit literacy instruction to increase children’s opportunities to engage in meaningful, intentional, and contextualized literacy behaviors, as measured by Complete Learning Trials (CLTs). Three teachers were videotaped weekly during free-play and observations were coded for CLT accuracy. After professional development, coaching was provided weekly via email. An immediate effect of PD was observed, with considerable variability once remote feedback was provided. Students’ early literacy skills were measured prior to and at the end of the study to provide a snapshot of children’s literacy-related skills. Compared to pre-intervention scores, children’s picture naming, rhyming, sound identification and comprehension skills had significantly increased, however, due to the research design these changes cannot be attributed to teachers’ implementation or non-implementation of explicit-embedded activities alone.

Indexing (document details)
Advisor: Hagans, Kristi
Commitee: Bender, Hermine, Pavri, Shireen
School: California State University, Long Beach
Department: Education and Counseling
School Location: United States -- California
Source: MAI 55/04M(E), Masters Abstracts International
Subjects: Education, Early childhood education, Educational psychology
Keywords: Complete learning trials, Embedded, Explicit, Literacy, Preschool, Teachers
Publication Number: 10102590
ISBN: 978-1-339-66272-5
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