Exploring First-Grade Teachers’ Use of Data to Inform Early Literacy Instruction

• In Event: Roundtable Session 52
  In Roundtable Session: Diagnostic and Formative Assessments for Young and Exceptional Learners

Abstract

School improvement and data-driven decision-making studies have shown that early literacy student data used to inform instruction and design interventions can prevent reading failure. Through a qualitative case study design, this study explored how leadership, professional development, useable data systems, and collaboration influenced first grade teachers’ level of data use. Results indicate that teachers who were high level data users frequently collaborated with colleagues and principals in a deliberate, in-depth manner in order to improve their instruction of early literacy skills. The collaboration between teachers, their colleagues, and principals was determined as an effective means to advance teachers’ use of early literacy student data.

Authors

• Deborah Bohn, Skyblue Mesa Elementary

• Peggy Eileen Johnson, California State University - Northridge