NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831012
Record Type: Journal
Publication Date: 2006-Oct
Pages: 15
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1090-1027
Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students
Cusumano, Dale Lynn; Armstrong, Kathleen; Cohen, Rachel; Todd, Melissa
Journal of Early Childhood Teacher Education, v27 n4 p363-377 Oct 2006
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children's rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. (Contains 2 figures and 5 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A