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The Influence of Preschool Teachers' Implementation Behavior on Children's Engagement and Literacy Growth Within a Phonological Awareness Intervention
McElhattan, Tracy
McElhattan, Tracy
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Abstract
Response to Intervention (RTI) in early childhood (EC) settings is emerging as an effective framework for improving early literacy outcomes of young children at risk for later reading difficulties. Within an RTI framework, Tier 2 early literacy interventions frequently consist of explicit instruction of phonological awareness (PA) skills with children identified as in need of additional support beyond what is offered in the general preschool curriculum. Factors that have been identified with enhancing children's engagement and learning within other evidence-based practices are teachers' fidelity of implementation of instructional practices and their use of strategies to guide children's behavior. The purpose of this study is to examine the effects of teachers' fidelity of implementation of evidence-based literacy strategies and the use of behavior management strategies on children's participation and early literacy outcomes during a Tier 2 PA intervention. Participants included 13 children at-risk for later reading failure across 5 preschool classrooms in an urban district. Results indicated that teachers' use of behavior management strategies appeared to influence children's active engagement and learning in addition to teachers' fidelity to instructional strategies. Future research is needed to determine the relationship between teachers' fidelity of literacy intervention and their use of behavior management strategies. Teachers should consider incorporating behavior management strategies into early literacy interventions in order to promote children's active engagement and learning and increase the potential for greater literacy outcomes.
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Date
2014-12-31
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University of Kansas
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Keywords
Early childhood education, Special education, behavior, early literacy, engagement, Phonological Awareness, RTI, Tier 2