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Classroom modeling of supplemental literacy instruction: influencing the beliefs and practices of classroom teachers.

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Title: Classroom modeling of supplemental literacy instruction: influencing the beliefs and practices of classroom teachers.
Authors: Korth BB (AUTHOR), Sharp AC (AUTHOR), Culatta B (AUTHOR)
Source: Communication Disorders Quarterly. Feb2010, Vol. 31 Issue 2, p113-127. 15p.
Subject Terms: *Classrooms, *Literacy, *General education, *Career development, *Literacy programs, *School buildings, *Teachers, *Education
Abstract: This study investigated the influence of direct modeling of a supplemental classroom program on the early literacy beliefs and practices of Head Start teachers. Developed by speech language pathologists (SLPs), Systematic and Engaging Early Literacy Instruction (SEEL) was not undertaken with an explicit professional development goal. However, the potential significance regarding professional development became apparent as teachers collaborated with literacy specialists (SLPs) who conducted supplemental literacy activities in the classrooms. Data were collected by interviewing teachers at the end of each year of participation and again two years later. Transcripts were reviewed for relevant themes. Results demonstrate that teachers' early literacy understanding and practices were influenced by exposure to SEEL as teachers expressed an understanding of key strategies used by the program and made observations of student performance. Implications are discussed regarding the use of supplemental classroom intervention programs as methods of professional development for classroom teachers. [ABSTRACT FROM AUTHOR]
Copyright of Communication Disorders Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 47844270
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Classroom modeling of supplemental literacy instruction: influencing the beliefs and practices of classroom teachers.
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  Data: <searchLink fieldCode="JN" term="%22Communication+Disorders+Quarterly%22">Communication Disorders Quarterly</searchLink>. Feb2010, Vol. 31 Issue 2, p113-127. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22General+education%22">General education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+programs%22">Literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22School+buildings%22">School buildings</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink>
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  Label: Abstract
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  Data: This study investigated the influence of direct modeling of a supplemental classroom program on the early literacy beliefs and practices of Head Start teachers. Developed by speech language pathologists (SLPs), Systematic and Engaging Early Literacy Instruction (SEEL) was not undertaken with an explicit professional development goal. However, the potential significance regarding professional development became apparent as teachers collaborated with literacy specialists (SLPs) who conducted supplemental literacy activities in the classrooms. Data were collected by interviewing teachers at the end of each year of participation and again two years later. Transcripts were reviewed for relevant themes. Results demonstrate that teachers' early literacy understanding and practices were influenced by exposure to SEEL as teachers expressed an understanding of key strategies used by the program and made observations of student performance. Implications are discussed regarding the use of supplemental classroom intervention programs as methods of professional development for classroom teachers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Communication Disorders Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1177/1525740109333239
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      – Code: eng
        Text: English
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        PageCount: 15
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      – SubjectFull: Classrooms
        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: General education
        Type: general
      – SubjectFull: Career development
        Type: general
      – SubjectFull: Literacy programs
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      – SubjectFull: School buildings
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      – SubjectFull: Education
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      – TitleFull: Classroom modeling of supplemental literacy instruction: influencing the beliefs and practices of classroom teachers.
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            NameFull: Sharp AC
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            NameFull: Culatta B
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              Text: Feb2010
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              Y: 2010
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