THE EFFECTS OF TRAINING PRE-KINDERGARTEN TEACHERS TO USE SELF-MANAGEMENT STRATEGIES TO INCREASE AT-RISK STUDENTS’ OPPORTUNITIES TO RESPOND TO LITERACY PROMPTS

Special education;Early Childhood Education;Inclusion;High Incidence Disabilities;Early Literacy;not listed

Hooks, Sara D.deBettencourt, Laurie U. ;

Johns Hopkins University

关键词: Special education;    Early Childhood Education;    Inclusion;    High Incidence Disabilities;    Early Literacy;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/39513/HOOKS-DISSERTATION-2015.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Students with risk factors such as disability and poverty are at greatest risk for developing reading problems in school, and these reading deficits begin prior to kindergarten. Therefore, it is critical for teachers to address early language and literacy skills in pre-kindergarten (Pre-K) for all students, especially those who are at risk. Frequent opportunities for student responding (OTR) during language and literacy instruction has the potential to increase student engagement and ultimately improve academic achievement. However, evidence suggests that teachers do not elicit OTR at sufficient levels. One way to improve quality of literacy instruction is to train teachers to increase OTR. The purpose of this study is to examine the impact of training teachers in self-management strategies to increase their rate of OTR during language and literacy instruction, and to measure the impact on student responding and students’ language and literacy growth. A multiple-baseline design across four Pre-K teachers was used to evaluate the degree of change in teachers’ OTR, students’ responding, and students’ language and literacy skills. Results indicated that brief teacher training in OTR and self-management strategies increased teacher initiated OTR during whole group instruction. Student responding also increased during the intervention phase for three out of four teachers. Student mean alphabet knowledge increased for students in all four teachers’ classrooms and impact was not demonstrated on vocabulary knowledge measures. Threats to internal validity impacted findings related to student outcomes. Implications for professional development practice and future research are discussed.