Effects of a professional development model on preschool teachers' literacy practices in Early Reading First classrooms

This study evaluated the effectiveness of a professional development model on Early Reading First preschool teachers' literacy practices in 14 classrooms across three agencies serving low-income, ethnically diverse children. The model used monthly seminars and bi-weekly on-site coaching and mentoring to prepare teachers to create literacy-rich environments and provide early literacy opportunities for their children. Teachers also received literacy materials for their classrooms. Hierarchical linear modeling analyses indicated that at baseline, these teachers scored significantly lower in all four dependent variables represented on the Early Language and Literacy Classroom Observation Toolkit (ELLCO) assessment scores than did the comparison group which had been matched by the demographics of the children served; however, Early Reading First teachers made statistically higher gains in all areas compared to the comparison group.