ERIC Number: EJ739014
Record Type: Journal
Publication Date: 2006
Reference Count: 0
The Impact of "HeadsUp! Reading" on Early Childhood Educators' Literacy Practices and Preschool Children's Literacy Skills
Jackson, Barbara; Larzelere, Robert; St. Clair, Lisa; Corr, Marcia; Fichter, Carol; Egertson, Harriet
Early Childhood Research Quarterly, v21 n2 p213-226 2006
This study evaluated the effects of "HeadsUp! Reading" (HUR), a professional development literacy workshop series, with and without supplementary mentoring on early childhood educators' (ECEs) practices and its subsequent effect on preschool children's literacy skills. ECEs who served children in high poverty communities participated in a 15-week satellite broadcast training series. Pre- and post-assessments were completed for both the control and intervention groups. Participants in HUR and HUR+mentoring significantly exceeded the control ECEs on the quality of their classroom environments. Children's literacy skills improved more in the HUR classrooms than in control classrooms. Mentoring did not enhance preschool children's literacy skills more than HUR alone. The treatment was equally effective for Spanish- and English-speaking children. Early childhood educator participation in "HeadsUp! Reading" can enhance the effectiveness of classroom literacy practices and has subsequent benefits on language and literacy skills of preschool children from poverty backgrounds. These findings further support the crucial role of high quality programs for the development of children's literacy skills.
Descriptors: Early Childhood Education, Preschool Children, Literacy Education, Emergent Literacy, Teacher Workshops, Professional Development, Teacher Effectiveness, Classroom Techniques, Poverty, Spanish Speaking, English, Native Speakers
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A