Early Language and Literacy Classroom Observation K–3, Research Edition

Smith, Miriam W.; Brady, Joanne P.; Clark‐Chiarelli, Nancy

doi:10.1037/t11894-000

Cited by 36 publications

(54 citation statements)

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“…Given that these structural variables have been strongly linked to quality practices and child outcomes in previous research (Dickinson & Caswell, 2007;Smith & Dickinson, 2002), it suggests that coaching can be an effective form of professional development. It also shows that coaching can be scaled up in typical early childhood education settings.…”

Section: Discussionmentioning

confidence: 99%

“…Reliability of the instrument for all three components of the toolkit, as measured by Cronbach"s alpha for the entire scale is .90 (Smith & Dickinson, 2002).…”

Section: Teacher Knowledge Assessment Of Early Language and Literacy mentioning

confidence: 99%

“…Immediately following the intervention, we conducted posttests and post-observations. After a five-month period, we once again administered the ELLCO (Smith & Dickinson, 2002) to examine longer-term effects on practice.…”

Section: Measures Used For Program Evaluationmentioning

confidence: 99%

“…We used the Early Language and Literacy Classroom Observation (ELLCO) (Smith & Dickinson, 2002) to measure the instructional and environmental supports for language and literacy in the preschool classrooms. The ELLCO is composed of three interdependent research tools: The Literacy Environment Checklist assesses the visibility of literacy-related materials as books, alphabet, word cards, teacher dictation, alphabet puzzles, and writing implements.…”

Section: Teacher Knowledge Assessment Of Early Language and Literacy mentioning

confidence: 99%

See 3 more Smart Citations

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

Neuman

Wright

2010

The Elementary School Journal

117

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Section: Discussionmentioning

confidence: 99%

“…Reliability of the instrument for all three components of the toolkit, as measured by Cronbach"s alpha for the entire scale is .90 (Smith & Dickinson, 2002).…”

Section: Teacher Knowledge Assessment Of Early Language and Literacy mentioning

confidence: 99%

Section: Measures Used For Program Evaluationmentioning

confidence: 99%

Section: Teacher Knowledge Assessment Of Early Language and Literacy mentioning

confidence: 99%

See 2 more Smart Citations

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

Neuman

Wright

2010

The Elementary School Journal

117

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“…To determine the equivalence of the classroom experiences of participants from different schools an experimental check of teacher-classroom quality was conducted using the Early Language and Literacy Classroom Observation (ELLCO; Smith et al, 2002). The ELLCO, measures the quality of language and literacy support in the classroom environment including the organisation of the classroom, opportunities for children's reading initiative, classroom management, the presence and use of books, and embedded writing opportunities.…”

Section: Participantsmentioning

confidence: 99%

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

Sousa

2011

SAJCE

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The acquisition of reading skills of 100 monolingual English and 100 bilingual ZuluEnglish third-grade learners was investigated by measuring their phonological-and reading skills. Little research exists on how the presence of a spoken-only Zulu (L1) could influence the English (L2) reading acquisition process. PA tasks were correlated with reading measures in English as an L1 and L2, but significant differences were found on all of the measures; implying overall support for use of PA measures for reading achievement in L1 English monolinguals and in the English (L2) of bilingual children, but with the understanding that L1 Zulu spoken proficiency and L2 English-only instruction influences the underlying repertoire of PA skills used for L2 English reading acquisition, different from that of the L1 English reading acquisition process. The implications of these findings for L2 reading development and using phonological measures across cultural-linguistic groups, for educational purposes, are discussed.

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Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development

Yang

Huang

et al. 2022

Review of Education

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Coaching is proven to be an effective strategy of professional development; however, rare research has documented the nuances of coaching effects and the enablers in early childhood education. This study presents a systematic review of 33 randomised controlled trials or (quasi‐)experiments to investigate the effects of coaching as a professional development tool on early childhood teachers' instruction and young children's developmental outcomes. The synthesis of evidence revealed positive effects of coaching on teachers' knowledge gains and instructional competencies and a range of children's developmental outcomes (language and literacy, social‐emotional development, and academic skills). We analysed the ‘who’, ‘what’ and ‘how’ components of coaching to explain the enabling factors surrounding the effects of coaching. Empirical evidence synthesised in this review supports the theoretical notions of situated learning derived from anthropological studies of apprenticeship, suggesting that coaching should be situated in the real teaching context for promoting its effects. This systematic review is the first to apply situated learning theory in discussing how coaching works and reveals a robust positive effect of coaching on teachers' knowledge gains and instructional abilities, and children's developmental outcomes. Guidelines that could help understand the application of coaching are provided to inform the scaling up of coaching‐focused professional development programmes in early childhood settings. Implications of this research synthesis are also discussed for future research.

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Early Language and Literacy Classroom Observation K–3, Research Edition

Cited by 36 publications

References 0 publications

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

Promoting Language and Literacy Development for Early Childhood Educators: A Mixed-Methods Study of Coursework and Coaching

Learning to read in English: Comparing monolingual English and bilingual Zulu-English Grade 3 learners

Coaching early childhood teachers: A systematic review of its effects on teacher instruction and child development

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