Effects of an early literacy professional development intervention on head start teachers and children.

2010 ◽  
Vol 102 (2) ◽  
pp. 299-312 ◽  
Author(s):  
Douglas R. Powell ◽  
Karen E. Diamond ◽  
Margaret R. Burchinal ◽  
Matthew J. Koehler
Keyword(s):  
Professional Development ◽  
Head Start ◽  
Early Literacy ◽  
Head Start Teachers ◽  
Development Intervention

scholarly journals Early Childhood Educators’ Perceptions of Dyslexia and Ability to Identify Students At-Risk

2019 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Michelle Gonzalez ◽  
Tammy B. H. Brown
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Head Start ◽  
Early Literacy ◽  
Phonemic Awareness ◽  
Early Childhood Educators ◽  
The State ◽  
Assessment Instrument ◽  
Students At Risk ◽  
Head Start Teachers

This study primarily explored the perceptions of dyslexia held by early childhood educators teaching in Head Start centers. A secondary purpose was to investigate how early childhood educators in Head Start centers perceive the notion of risk for dyslexia and how they identify at-risk students in ways that are consist with the results of a research-based assessment instrument. A case study approach was used for this study of two Head Start centers, one in the state of New Jersey and one in the state of Pennsylvania. Two teachers in each center (n = 4) and a total of 19 preschoolers participated in the study. Data were gathered using semi-structured interviews, observations, a teacher rating scale, and the Preschool Early Literacy Indicator (PELI) assessment. Findings indicate that the Head Start teachers held the prevailing misconception that dyslexia is a visual processing disorder rather than a phonological processing disorder. The Head Start teachers did not view phonemic awareness as a key factor in identifying children at-risk for dyslexia. Participants had a high success rate in identifying students at-risk in the areas of alphabet knowledge and oral language, but not in phonemic awareness and vocabulary. The results suggest that the stereotypes of dyslexia are hard to dispel and that professional development for pre-service and in-service teachers in early literacy practices and dyslexia are needed.

scholarly journals Head Start Teachers' Perspectives on Early Literacy

2008 ◽  
Vol 40 (4) ◽  
pp. 422-460 ◽  
Author(s):  
Douglas R. Powell ◽  
Karen E. Diamond ◽  
Kathryn E. Bojczyk ◽  
Hope K. Gerde
Keyword(s):  
Focus Group ◽  
Head Start ◽  
Early Literacy ◽  
Literacy Skills ◽  
Primary Role ◽  
Social Emotional Development ◽  
Research Attention ◽  
Head Start Teachers ◽  
Two Samples ◽  
Children's Literacy

Improvements in early literacy outcomes are increasingly expected of prekindergarten education programs such as Head Start. Although preschool teachers are central to promoting skills linked to subsequent reading and writing competence, their views of early literacy have received minimal research attention. This study employed focus group methodology to examine perspectives on early literacy in two samples of Head Start teachers ( N = 148) representing six different programs serving diverse communities in the Midwest. Analyses of 29 focus group sessions indicated that teachers were generally supportive of the inclusion of literacy goals for children but offered differing views on the relation of literacy to other goals. A dominant view was that growth in other developmental domains, especially social-emotional development, was a requisite to literacy development. Other perspectives included concurrent attention to growth in literacy and other areas, or an emphasis on children's literacy skills as a requisite to progress in other domains. Teachers' conceptions of early literacy emphasized alphabet knowledge with minimal attention to phonological sensitivity skills. Variations in children's literacy skills and interests were attributed to child readiness to a greater extent than to classrooms and families. There were two general patterns in teachers' descriptions of literacy instruction in their classrooms. Some teachers described their primary role as providing literacy materials and activities that children pursue when they are ready. Other teachers described practices that actively seek to ensure that all children engage in literacy learning. Implications for professional development opportunities and guidance on learning outcomes are discussed.

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