Effects of coaching on educators' vocabulary-teaching strategies during shared reading.
Purpose: The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Method: Thirty-two pre-school educators and small groups of pre-scho...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 17; no. 4; pp. 346 - 357 |
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| Autores principales: | , , , , , , |
| Formato: | Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109590067&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109590067 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Aug2015 vid: 17 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 109590067 2013070731 10.3109/17549507.2014.979871 NLM25482999 109590067 ppf: 346 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Effects of coaching on educators' vocabulary-teaching strategies during shared reading. aug: au: Namasivayam, Ashwini M. Hipfner-Boucher, Kathy Milburn, Trelani Weitzman, Elaine Greenberg, Janice Pelletier, Janette Girolametto, Luigi affil: Department of Speech-Language Pathology, University of Toronto, Toronto, Ontario, Canada sug: ab: Purpose: The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Method: Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. Result: The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. Conclusion: These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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