The Impact of In-Service Professional Development Programs on Language and Literacy Development: A Meta-Analysis

• In Event: Poster Session 10
  In Poster Session: Issues in Early Education and Child Development

Abstract

Recent research reinforces the importance of early language and literacy skills as predictors of later school achievement. The meta-analysis determines the overall effect of in-service programs on language and literacy development of young children from studies published between 1970 and 2011. Altogether, 47 studies with 61 different in-service approaches were eligible for meta-analysis. The random multi level analysis with 291 effect size demonstrate a small positive overall effect (ES= .37) of professional development on language and literacy outcomes. Moderator analysis shows that delivering format matters and short term programs (15-30 hours) seems to be more effective. Descriptive in-depth analysis on highly effective programs indicates that a systematic preparation of trainers, specific content of in-service and performance based assignments matters.

Author

• Franziska Egert, ZNL Center for Neuroscience and Learning Ulm