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.
|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|
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