Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects.
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| Title: | Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects. |
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| Authors: | Jaskolski, Jayne E. (AUTHOR), Moyle, Maura Jones (AUTHOR) |
| Source: | Annals of Dyslexia. Oct2023, Vol. 73 Issue 3, p440-468. 29p. 7 Charts. |
| Subjects: | Career development, Early childhood educators, Phonological awareness, Emergent literacy, Pilot projects, Children with dyslexia, Students with disabilities |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Annals of Dyslexia is the property of Springer Nature 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.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 172343384 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jaskolski%2C+Jayne+E%2E%22">Jaskolski, Jayne E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moyle%2C+Maura+Jones%22">Moyle, Maura Jones</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Oct2023, Vol. 73 Issue 3, p440-468. 29p. 7 Charts. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+educators%22">Early childhood educators</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+dyslexia%22">Children with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11881-023-00289-1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 440 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Early childhood educators Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Emergent literacy Type: general – SubjectFull: Pilot projects Type: general – SubjectFull: Children with dyslexia Type: general – SubjectFull: Students with disabilities Type: general Titles: – TitleFull: Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jaskolski, Jayne E. – PersonEntity: Name: NameFull: Moyle, Maura Jones IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 07369387 Numbering: – Type: volume Value: 73 – Type: issue Value: 3 Titles: – TitleFull: Annals of Dyslexia Type: main |
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