Identifying Literacy-Promoting Strategies in Publicly Funded Preschool Classrooms

• In Event: Crown Plaza Roundtable Session 6
  In Roundtable Session: Early Childhood Language

Abstract

This study, which is part of a larger statewide preschool program evaluation in Michigan, is an intensive case study of four state-funded four-year-old classrooms followed throughout the 2014-2015 school year. We video recorded adult-child interactions monthly, and gathered ethnographic data focused on naturally occurring literacy promoting strategies used by preschool teachers. The average number of times teachers used literacy promoting practices during various times of the day as they relate to child gains are explored as well as patterns of co-occurrences. The analysis provided in this study will inform state and program-level decision-makers about early literacy practices prior to kindergarten, that is, how preschool teachers in high quality state-funded preschools are currently promoting early literacy, and whether there are gaps.

Authors

• Jill Claxton, HighScope Educational Research Foundation

• Katie Homant, Oakland University

• Laura DeHooghe, Oakland University

• Sinsery Gardner, Oakland University

• Tomoko Wakabayashi, Oakland University

• Beth Hardin, HighScope Educational Research Foundation

• Richard Lower, Michigan Department of Education

• Cynthia Sue Clark, Oakland University