The Impact of Curriculum, Staff Development, and Mentor Coaching on Instructional Practices and Literacy Outcomes for Preschool Children

Kevin McGowanJuly 14, 2009

Introduction

•Emergent Literacy – Reading and writing related activities and behaviors that change over time culminating in conventional literacy (Snow, Burns, & Griffin, 1998).

•Emergent Writing – Writing related activities and behaviors, especially those prior to a child’s achieving the capacity to write fluently and conventionally (Burns, Griffin, & Snow, 1999).

CurriculaHoughton Mifflin Prekindergarten Curriculum

Incorporates oral language, phonological awareness, and alphabet recognition into ten themes (Theme 1 – Welcome to School; Theme 10 –Ready for Kindergarten)

HeadsUp! Reading Curriculum•Naturalistic Embedded/Explicit Exposure•Written Language Awareness and

Phonological Awareness•15-Week Distance Learning Course

Staff Development Models

•Literacy Curriculum Supported by Staff Development

•Literacy Curriculum Supported by Staff Development and Literacy Coaches

•Literacy Coach Experience/Training•Literacy Coach Relationship Building

Classroom Instruments

•Early Literacy Observation Checklist (ELOC)

•Early Language and Literacy Classroom Observation (ELLCO)

•Early Childhood Environment Rating Scale (ECERS)

Teacher Measures

•Early Language Instruction Survey (ELIS)•The Beliefs about Implementing Literacy

Skills Scale (BAILSS)•Teacher Surveys•Focus Groups

Child Measures

•Individual Growth and Development Indicators (IGDIS)

•Woodcock Munoz Language Survey (WMLS)

•Test of Early Reading Ability (TERA-3)•Teacher Rating of Oral Language and

Literacy (TROLL)

Results

•Improved Emergent Literacy Outcomes for Children

•Improved Belief, Knowledge, and Instructional Strategies for Teachers

•Teachers with Coaches did not show Significant Results

Future Research

•The Role of the Literacy Coach•Teacher Skill in Curriculum

Implementation and Knowledge of Literacy Acquisition

•Teacher Challenges