Impact of a Language and Literacy Training and Coaching Intervention on Early Childhood Outcomes in Low-Income Communities

Autor/inn/en	Byington, Teresa A.; Kim, YaeBin
Titel	Impact of a Language and Literacy Training and Coaching Intervention on Early Childhood Outcomes in Low-Income Communities
Quelle	In: Journal of Extension, 58 (2020) 4, (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-5315
Schlagwörter	Literacy Education; Coaching (Performance); Intervention; Preschool Children; Outcomes of Education; Low Income Students; Preschool Teachers; Classroom Environment; Teaching Methods; Alphabets; Knowledge Level; Reading Comprehension; Phonological Awareness; Vocabulary Development; Oral Language; Program Evaluation; Instructional Improvement; Nevada + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Erzieher; Erzieherin; Kindergärtnerin; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Buchstabenschrift; Wissensbasis; Leseverstehen; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Programme evaluation; Programmevaluation; Unterrichtsqualität
Abstract	We implemented an Extension-led language and literacy training and coaching intervention targeting preschool teachers and children in low-income communities in Nevada. Participation in the intervention had a positive influence on the language and literacy instruction skills of preschool teachers and language and literacy skills of children. Analysis of 40 preschool classrooms and 199 preschoolers over 3 years of data collection identified improvements in general classroom environments and teachers' language and literacy practices. Preschoolers demonstrated improvements in alphabet knowledge, comprehension, phonological awareness, vocabulary, and oral language. Extension professionals elsewhere may use a similar approach to positively affect the achievement gap of at-risk children. (As Provided).
Anmerkungen	Extension Journal, Inc. e-mail: joe-ed@joe.org; Web site: http://www.joe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01