Increasing the Quality of the Language and Early Literacy Instructional Environment in Inclusive Preschool Classrooms

• In Event: AERA Virtual Poster Session 5
  In Poster Session: Strategies for Effective Early Childhood Education and Special Education

Abstract

The purpose of this investigation was to determine if teachers implementing the Teaching Early Literacy and Language Curriculum (TELL) demonstrated increases in the quality of the language and early literacy instructional environment in inclusive, Part B preschool classes. Teachers were randomly assigned to either a TELL or a Contrast condition. TELL is a universal, Tier 1 preschool curriculum and efficacy is documented through two prior randomized controlled trials (RCT). Two instruments were used to measure classroom quality including the Classroom Assessment Scoring System, and the Early Literacy and Language Classroom Observation-R. Both were given at the beginning and end of a school year. A significant TELL effect, with large to very-large effect sizes was noted.

Authors

• M Jeanne Wilcox, Arizona State University

• Janelle Marie Griffo, Arizona State University

• Shelley Gray, Arizona St. University