Effects of Phonological Awareness Training on Early Childhood Educators' Knowledge, Instructional Practice and Student Outcomes

Autor/in	Jaskolski, Jayne E.
Titel	Effects of Phonological Awareness Training on Early Childhood Educators' Knowledge, Instructional Practice and Student Outcomes
Quelle	(2013), (214 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Cardinal Stritch University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-8080-1
Schlagwörter	Hochschulschrift; Dissertation; Phonological Awareness; Preschool Teachers; Preschool Children; Control Groups; Faculty Development; Quasiexperimental Design; Teaching Methods; Reading Instruction; Intervention; Experimental Groups; Pretests Posttests; Knowledge Base for Teaching; Knowledge Level; Outcomes of Education; Rhyme; Grants; Federal Aid + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Wissensbasis; Lernleistung; Schulerfolg; Reim; Grant; Finanzielle Beihilfe
Abstract	This quasi-experimental study examined the effect of a phonological awareness professional development program on teachers' phonological awareness knowledge, the impact phonological awareness knowledge had on the frequency and complexity of phonological awareness instruction, and the impact the instruction had on students' phonological awareness. The study was conducted within the context of a larger U.S. Department of Education Early Reading First Grant during the third year of the project. The participants in this study included twenty-two early childhood teachers who were employed at eight locations in fourteen classrooms. Participating children included 110 students who ranged between 3- and 5-years old and attended full-time early childhood programming. The teachers and students were tested prior to and following the teachers' participation in the intervention. Based on the pre-intervention data, the teachers were ranked, matched and assigned to experimental or control conditions. The experimental teachers received 15-hours of phonological awareness training while the control group received an equal number of hours of training that was unrelated to phonological awareness. Data analysis was completed on the pre- and post-measures of teacher phonological awareness knowledge, classroom phonological awareness implementation, and student phonological awareness. The results of the study revealed that the professional development training significantly increased teachers' phonological knowledge; and the teachers' increased knowledge resulted in gains of both the frequency and complexity of phonological instructional implementation. In addition, the teachers' phonological awareness implementation significantly impacted students' phonological awareness of beginning sound awareness skills but not rhyme awareness skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01