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ERIC Number: EJ871480
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1525-7401
Classroom Modeling of Supplemental Literacy Instruction: Influencing the Beliefs and Practices of Classroom Teachers
Korth, Byran B.; Sharp, Ann C.; Culatta, Barbara
Communication Disorders Quarterly, v31 n2 p113-127 2010
This study investigated the influence of direct modeling of a supplemental classroom program on the early literacy beliefs and practices of Head Start teachers. Developed by speech language pathologists (SLPs), Systematic and Engaging Early Literacy Instruction (SEEL) was not undertaken with an explicit professional development goal. However, the potential significance regarding professional development became apparent as teachers collaborated with literacy specialists (SLPs) who conducted supplemental literacy activities in the classrooms. Data were collected by interviewing teachers at the end of each year of participation and again two years later. Transcripts were reviewed for relevant themes. Results demonstrate that teachers' early literacy understanding and practices were influenced by exposure to SEEL as teachers expressed an understanding of key strategies used by the program and made observations of student performance. Implications are discussed regarding the use of supplemental classroom intervention programs as methods of professional development for classroom teachers.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A