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ERIC Number: ED542166
Record Type: Non-Journal
Publication Date: 2012
Pages: 157
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2674-1087-0
Implementation of Evidence-Based Book-Reading Strategies by Head Start Teachers: Benefits of Professional Development and Effect on Children's Literacy Outcomes
Butler, Michelyn Cynthia
ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin - Madison
Evidence strongly supports shared book-reading (SBR) as an opportune intervention for developing early literacy and language development in at-risk preschool-aged children. Many teachers of high-risk preschoolers, however, lack the instructional skills and evidence-based strategies essential for the most effective storybook experience. Twenty-three teachers and 354 students in low-income, urban, center-based programs participated in a randomized control investigation of the (a) effects of ongoing professional development/coaching (PD/C) and education status on teachers' implementation of evidence-based SBR strategies, and (b) students' early literacy outcomes given teachers' level of implementation of SBR strategies. Multiple regression analysis demonstrated that PD/C contributed to teachers' SBR practices. Teachers' educational status also contributed to SBR implementation. This study also found that teachers' implementation of shared book-reading strategies contributed to students' early literacy outcomes. Specifically, students' scores in name writing, rhyme awareness, vocabulary, and print/book awareness were positively affected by teachers' implementation of evidence-based SBR strategies. Implications of findings and future directions for continual research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education; Early Childhood Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A