The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills

Jackson, Barbara; Larzelere, Robert E.; Clair, Lisa St.; Corr, Marcia; Fichter, Carol; Egertson, Harriet A.

doi:10.1016/j.ecresq.2006.04.005

Cited by 81 publications

(64 citation statements)

References 19 publications

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“…Within a six month period, the researchers found moderate to large positive effects on all measures of classroom supports, with the exception of writing, related to literacy development. Similarly, Jackson and her colleagues (Jackson et al, 2006) reported significant improvements in language and literacy practices with subsequent effects on preschoolers" literacy skills resulting from a professional development program that included a 15-week HeadsUp! professional development literacy workshop series and mentoring.…”

mentioning

confidence: 99%

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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mentioning

confidence: 99%

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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“…A rationale for focusing this study solely on classroom processes, independent of student outcomes, is suggested by the results of a number of studies showing that teachers may provide only limited supports to children with respect to development of lower-and higher-level language skills, particularly within the pre-K setting (Jackson et al, 2006;Pence, Justice, & Wiggins, 2008;Pentimonti & Justice, 2010;Powell, Diamond, Burchinal, & Koehler, 2010). …”

Section: Improving Language-focused Comprehension Instruction In Primmentioning

confidence: 99%

“…Teachers showed only modest increases in their use of these seven techniques over the academic year. Importantly, the extent to which teachers used these techniques was associated with children's language growth during pre-K (Jackson et al, 2006;Pence et al, 2008;Pentimonti & Justice, 2010;Powell et al, 2010). More recently, Pianta and colleagues examined classroom quality in pre-K settings, based on the Language Modeling domain of the CLASS, as teachers implemented a language-focused curriculum (Pianta, Mashburn, Downer, Hamre, & Justice, 2008).…”

Section: Improving Language-focused Comprehension Instruction In Primmentioning

confidence: 99%

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

Pratt

Logan

2014

Educ Psychol Rev

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This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let's Know! on the quantity and quality of language-focused comprehension instruction in preKindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let's Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts curriculum. Classroom observations, 90 minutes in duration, were collected near the end of the first unit's completion, about four to five weeks into the academic year. These observations were coded to examine impacts of Let's Know! instruction on two outcomes: (a) teachers' use of 18 language-focused comprehension supports, and (b) general classroom quality. Study results using quantile regression showed that Let's Know! teachers used a significantly higher number of language-focused comprehension supports during Let's Know! instruction compared to the control teachers during language-arts instruction; the same finding was also true for general classroom quality. Quantile regression results showed the greatest differentiation in instructional quality, when comparing experimental and control teachers, for teachers in the middle of the distribution of general classroom quality. Study findings highlight the value of language-focused curricula for heightening comprehensionspecific supports in pre-K to grade 3 settings.

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“…These studies have focused on topics such as enhancing program quality in classrooms (Fontaine, Torre, Grafwallner, & Underhill, 2006;Howes, James, & Ritchie, 2003), facilitating specific child skills (Dickinson & Brady, 2006;Ginsburg et al, 2006;Jackson et al, 2006), and implementing curriculum with fidelity to promote child outcomes (Justice, Mashburn, Hamre, & Pianta, 2008). School readiness, however, can be conceptualized ecologically and can extend beyond the walls of the early childhood classroom to include children's and teachers' relationships with parents and other caregivers (Mashburn & Pianta, 2006;Snow, 2006).…”

Section: Introductionmentioning

confidence: 99%

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

Brown

Knoche

Edwards³

et al. 2009

Early Education & Development

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Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children's learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, all located in a midwestern state. The study intended to (a) discover practitioners' understanding of a parent engagement intervention, including their perspectives on the professional development and supports received; (b) assess how the parent engagement intervention was experienced by ECPs; and (c) discern how self-reported attitudes and behaviors of practitioners toward work with families changed as a function of the professional supports they received. Qualitative analyses of interview transcripts revealed 3 primary themes contributing to ECPs' experience with and understanding of the professional development model to support parent engagement: Self-Perceived Changes in Confidence

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The impact of HeadsUp! Reading on early childhood educators’ literacy practices and preschool children's literacy skills

Cited by 81 publications

References 19 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

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

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