Does Initial Skill Level Matter? Understanding Whether Educator Knowledge Differentially Predicts Children's Emergent Literacy Learning

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

Educators’ knowledge predicts children’s learning gains. It is unclear, however, whether educator knowledge is associated with some children’s learning more than others, given individual differences among children within the same classroom. In this study, we examined whether educator knowledge differentially predicted children’s emergent literacy learning based on children’s initial skill levels. The study included 1025 children nested in 253 early childhood classrooms. Educators’ knowledge was measured in the fall, and children’s emergent literacy skills were measured in the fall and spring. Multilevel modeling analyses showed that educators' knowledge predicted children’s letter sound production, print concept knowledge, and phonological awareness, but there was no moderating effect of educators’ knowledge on the relation between children’s fall and spring scores.

Authors

• Somin Park, The Ohio State University

• Saetbyul Kim, The Ohio State University - Columbus

• Shayne B. Piasta, The Ohio State University