Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students

Autor/inn/en	Cusumano, Dale Lynn; Armstrong, Kathleen; Cohen, Rachel; Todd, Melissa
Titel	Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students
Quelle	In: Journal of Early Childhood Teacher Education, 27 (2006) 4, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Educational Strategies; Literacy Education; Early Reading; Preschool Children; Preschool Teachers; Reading Skills; Emergent Literacy; Teacher Education; Teaching Methods; Coaching (Performance); Program Effectiveness; Socioeconomic Status; Teacher Improvement + Suchen Sie Ihr Suchwort? Lehrstrategie; Frühlesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Reading skill; Lesefertigkeit; Frühleseunterricht; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status
Abstract	Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children's rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. (Contains 2 figures and 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10