TeacherRead: Supporting New York City Pre-K Teachers in Their Shared Book Reading Practice

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Various Approaches of Play-Based Teaching and Learning (Table 9)

Abstract

Shared book reading is a common activity in PreK classrooms, which can support children’s skill development in three areas predictive of later reading achievement: oral language, print knowledge, and phonological awareness. There is considerable variation in the quality of shared book reading, and there is evidence that this matters for children’s literacy outcomes and preparation for kindergarten. TeacherRead supports PreK teachers in their book reading practice by providing professional development and coaching. We present findings of an RCT of TeacherRead in New York City’s PreK for All program in 2018-19 and 2021-22. Preliminary data analyses show promising impacts on the Preschool Early Literacy Indicators (PELI). We also discuss fidelity of implementation and impacts on classroom shared book reading quality.

Authors

• Danielle Shaw Attaway, University of Colorado - Boulder
  Presenting Author

• Jill Pentimonti, University of Notre Dame
  Presenting Author

• Johannes M Bos, American Institutes for Research
  Presenting Author

• Aleksandra Holod, American Institutes for Research
  Non-Presenting Author