Teaching Strategies That Support Emergent Literacy: Effects of a Collaborative Training Model
Hsieh, Wu-Ying
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79836
Description
Title
Teaching Strategies That Support Emergent Literacy: Effects of a Collaborative Training Model
Author(s)
Hsieh, Wu-Ying
Issue Date
2005
Doctoral Committee Chair(s)
Ostrosky, Michaelene M.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Special
Language
eng
Abstract
The purpose of this study was to assess the effects of a collaborative training model on early childhood teachers' acquisition of teaching strategies that are linked to young children's emergent literacy development. The impact of the intervention on teachers' beliefs, the overall classroom literacy environment, and children's literacy development also was investigated. Participants included 5 early childhood teachers and the children enrolled in their classrooms. A multiple baseline design across three teaching skill clusters was replicated with each of five teachers to investigate the experimental effects. The order in which the clusters were taught was counterbalanced across teachers. Results indicated the training package was effective at increasing the teachers' use of each of the three skill clusters. The intervention changed teachers' beliefs and the overall classroom literacy environment, especially items associated with the targeted literacy strategies. Improvement in children's literacy performance from pre to post-test on all four measures (i.e., picture naming, alliteration, rhyming, and book handling knowledge) also was observed. Future research ideas and implications for practice were discussed.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
