Preschool Teachers' Use of Research-Based Literacy-Promoting Strategies: Implications for Training

• In Event: AERA Poster Session 5
  In Poster Session: Early Childhood Workforce Issues

Abstract

Since Michigan passed the third grade reading bill, promoting early literacy has been at the forefront of many early educators’ minds. The proposed study informs the implementation and continuous improvement of Essential Instructional Practices in Early Literacy Pre-Kindergarten (MAISA, 2016) training. The goal is to ensure that the training strengthens preschool teachers’ pedagogical content knowledge that supports developmentally appropriate and meaningful early literacy practices. Thirty classrooms were observed using the Essentials Pre-K fidelity of implementation checklist, and scores were analyzed using hierarchical cluster analysis and Rasch analysis. We identified practices that occur in clusters, suggesting how trainers could group the essentials when training. Strengths and gaps in teachers’ implementation were also identified. Implications and recommendations are discussed.

Authors

• Katie Homant, Oakland University

• Mingyang Liu, University of Toledo

• Tomoko Wakabayashi, Oakland University

• Melissa Bishop, Oakland University

• Adam LeRoy, Saginaw Valley State University