Effects of Training on Teacher's Use of Early Literacy Strategies During Book Reading

Abstract

This study investigated the impact of professional development (i.e. components of dialogic reading, print referencing, and quality of interactions) on the instructional behaviors of teachers of children between the ages of 3 and 5 during book reading sessions. Using a single-subject multiple baseline design, behaviors of teachers were examined to determine if teachers can learn and implement with high levels of fidelity new content (i.e. strategies of dialogic reading, print referencing, and quality of interactions) during book reading sessions. Additionally, child behaviors were examined to determine whether teacher's use of these strategies resulted in changes in level and complexity of engagement. Findings indicated that teachers were effective in learning and applying new content. Their use of dialogic reading, print referencing, and quality of interactions strategies increased after the intervention training. No significant differences on children's level and complexity of engagement as a result of the intervention were observed. Implications for practice and research are discussed.