Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms: A Pilot Study Examining Dosage Effects

• Published in: Annals of dyslexia Vol. 73; no. 3; pp. 440 - 468
• Main Authors: Jaskolski, Jayne E., Moyle, Maura Jones
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.10.2023; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Children; Classrooms; Early childhood education; Early Childhood Teachers; Early literacy; Education; Emergent Literacy; Faculty Development; Instructional Effectiveness; Language and Literature; Linguistics; Literacy Education; Low income groups; Low Income Students; Neurology; Phonological Awareness; Phonology; Pilot Projects; Professional development; Program Length; Psycholinguistics; Social Sciences; Teachers; Teaching Methods; Urban areas; Urban Schools; Young Children; Phonological awareness; Early literacy; Professional development; Early childhood educators
• ISSN: 0736-9387; 1934-7243
• DOI: 10.1007/s11881-023-00289-1

Providing high-quality literacy instruction in early childhood may positively affect the long-term outcomes of children from disadvantaged backgrounds. Previous research has shown that educators are generally lacking in their own phonological awareness knowledge and skills which could negatively impact the provision of effective instruction in code-focused early literacy skills. The purposes of this pilot study were to examine the effects of differing dosages of professional development in phonological awareness on early childhood educators’ (ECEs) own phonological awareness skills and instructional practices, and to examine the effects on child outcomes. The comparison group consisted of 10 ECEs who were receiving professional development in emergent literacy and a sample of 59 children from their classrooms. The intervention group was composed of 10 similar ECEs who were in the same general professional development program but received an increased dosage of training focused on phonological awareness, and a sample of 53 children from their classrooms. Results showed that ECEs in the intervention group exhibited significantly greater improvements in their own phonological awareness skills and the quality of their instructional practices than the comparison group of ECEs. In addition, children in the intervention classrooms exhibited significantly larger gains on phonological awareness skills and upper-case alphabet knowledge. The results suggest that providing increased dosages of professional development focused on code-focused early literacy skills benefits both the ECEs and children in their classrooms. Implications of the current study and directions for future research are discussed.