Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects

Autor/inn/en	Jaskolski, Jayne E.; Moyle, Maura Jones
Titel	Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects
Quelle	In: Annals of Dyslexia, 73 (2023) 3, S.440-468 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moyle, Maura Jones)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-023-00289-1
Schlagwörter	Faculty Development; Phonological Awareness; Early Childhood Teachers; Low Income Students; Urban Schools; Pilot Projects; Program Length; Literacy Education; Teaching Methods; Academic Achievement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Pilot project; Modellversuch; Pilotprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Unterrichtserfolg
Abstract	Providing high-quality literacy instruction in early childhood may positively affect the long-term outcomes of children from disadvantaged backgrounds. Previous research has shown that educators are generally lacking in their own phonological awareness knowledge and skills which could negatively impact the provision of effective instruction in code-focused early literacy skills. The purposes of this pilot study were to examine the effects of differing dosages of professional development in phonological awareness on early childhood educators' (ECEs) own phonological awareness skills and instructional practices, and to examine the effects on child outcomes. The comparison group consisted of 10 ECEs who were receiving professional development in emergent literacy and a sample of 59 children from their classrooms. The intervention group was composed of 10 similar ECEs who were in the same general professional development program but received an increased dosage of training focused on phonological awareness, and a sample of 53 children from their classrooms. Results showed that ECEs in the intervention group exhibited significantly greater improvements in their own phonological awareness skills and the quality of their instructional practices than the comparison group of ECEs. In addition, children in the intervention classrooms exhibited significantly larger gains on phonological awareness skills and upper-case alphabet knowledge. The results suggest that providing increased dosages of professional development focused on code-focused early literacy skills benefits both the ECEs and children in their classrooms. Implications of the current study and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01