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The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study

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Title: The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study
Language: English
Authors: Girolametto, Luigi, Weitzman, Elaine, Lefebvre, Pascal
Source: Language, Speech, and Hearing Services in Schools. Jan 2007 38(1):72-83.
Availability: American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Teaching Methods, Child Care Centers, Feasibility Studies, Young Children, Emergent Literacy, Inservice Teacher Education, Preschool Teachers, Responses, Comparative Analysis, Literacy Education, Pretests Posttests, Language Usage, Printed Materials, Emotional Response, Story Reading, Teacher Behavior, Interaction, Teacher Student Relationship
ISSN: 0161-1461
Abstract: Purpose: The purpose of this study was to determine the feasibility of a 2-day in-service education program for (a) promoting the use of two emergent literacy strategies by early childhood educators and (b) increasing children's responses to these strategies. Method: Sixteen early childhood educators were randomly assigned to an experimental and a control group. The experimental in-service program sought to increase educators' use of abstract utterances and print references. Educators were videotaped with small groups of preschoolers during storybook reading and a post-story craft activity. Pretest and posttest videotapes were coded to yield rates of abstract language, verbal print references, and children's responses. Results: In comparison to the control group, educators in the experimental program used more abstract utterances that elicited talk about emotions and children's past experiences during storybook reading. They also used significantly more print references during a post-story craft activity. In addition, children in the experimental group responded more often with appropriate responses to abstract utterances and print references in comparison to children in the control group. Conclusion: A 2-day in-service education program resulted in short-term behavioral changes in educators' use of abstract language and print references. Suggestions for improving instruction include providing opportunities for classroom practice with feedback, modeling the use of strategies in classroom routines, and long-term mentoring of educators to promote retention of gains.
Abstractor: Author
Entry Date: 2007
Access URL: https://lshss.asha.org/cgi/content/abstract/38/1/72
Accession Number: EJ756212
Database: ERIC
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  Data: The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study
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  Data: <searchLink fieldCode="AR" term="%22Girolametto%2C+Luigi%22">Girolametto, Luigi</searchLink><br /><searchLink fieldCode="AR" term="%22Weitzman%2C+Elaine%22">Weitzman, Elaine</searchLink><br /><searchLink fieldCode="AR" term="%22Lefebvre%2C+Pascal%22">Lefebvre, Pascal</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. Jan 2007 38(1):72-83.
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  Data: American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
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  Data: 0161-1461
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this study was to determine the feasibility of a 2-day in-service education program for (a) promoting the use of two emergent literacy strategies by early childhood educators and (b) increasing children's responses to these strategies. Method: Sixteen early childhood educators were randomly assigned to an experimental and a control group. The experimental in-service program sought to increase educators' use of abstract utterances and print references. Educators were videotaped with small groups of preschoolers during storybook reading and a post-story craft activity. Pretest and posttest videotapes were coded to yield rates of abstract language, verbal print references, and children's responses. Results: In comparison to the control group, educators in the experimental program used more abstract utterances that elicited talk about emotions and children's past experiences during storybook reading. They also used significantly more print references during a post-story craft activity. In addition, children in the experimental group responded more often with appropriate responses to abstract utterances and print references in comparison to children in the control group. Conclusion: A 2-day in-service education program resulted in short-term behavioral changes in educators' use of abstract language and print references. Suggestions for improving instruction include providing opportunities for classroom practice with feedback, modeling the use of strategies in classroom routines, and long-term mentoring of educators to promote retention of gains.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 72
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Child Care Centers
        Type: general
      – SubjectFull: Feasibility Studies
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Responses
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Language Usage
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      – SubjectFull: Printed Materials
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      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Story Reading
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
    Titles:
      – TitleFull: The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study
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              Value: 38
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            – TitleFull: Language, Speech, and Hearing Services in Schools
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