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Promoting the Predictors of Literacy in Early Childhood Settings: An Analysis of Two Studies in Low SES Settings

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Literacy in the Early Years

Abstract

Research suggests that professional learning can enhance the effectiveness of teachers’ literacy practices and improve literacy outcomes for children prior to school entry (Cunningham, Perry, Stanovich, & Stanovich 2004, Cunningham, Zibulsky, & Callahan, 2009; Justice, Kaderavek, Fan, Sofka, & Hunt, 2009). Two mixed methods studies (Punch, 2009) presented in this chapter examined the question of whether different approaches to professional learning would lead to improved literacy outcomes in children. Study one asked if a workshop on literacy acquisition would increase teachers’ understandings of literacy in four early childhood centres and enhance children’s literacy outcomes over an 8 week intervention period, with a fifth centre used as a control (McLachlan & Arrow, 2013). Pre- and post-test measures of children’s literacy were collected, along with teachers’ accounts of how they promoted literacy during the intervention period. The second study asked if collaborative planned reviews with kindergarten teachers would enhance literacy outcomes for children. Children’s literacy was assessed at three intervals, using methods trialled in study one. Teachers’ and parents’ views about literacy were also collected, and discussed at regular meetings with the research team. Key findings suggest both models lead to changes in teachers’ practice and children’s literacy outcomes. The implications for effective literacy pedagogies, curriculum and teachers’ professional learning will be explored.

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Author information

Authors and Affiliations

  1. Te Hononga, School of Curriculum and Pedagogy, Faculty of Education, University of Waikato, Private Bag 3105, Hamilton, 3240, New Zealand

    Claire J. McLachlan

  2. Institute of Education, Massey University, Private Bag 11 222, Palmerston North, 4410, New Zealand

    Alison W. Arrow

Authors
  1. Claire J. McLachlan
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  2. Alison W. Arrow
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Correspondence to Claire J. McLachlan .

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Editors and Affiliations

  1. University of Waikato, Hamilton, Waikato, New Zealand

    Claire J. McLachlan

  2. Massey University, Palmerston North, New Zealand

    Alison W. Arrow

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McLachlan, C.J., Arrow, A.W. (2017). Promoting the Predictors of Literacy in Early Childhood Settings: An Analysis of Two Studies in Low SES Settings. In: McLachlan, C., Arrow, A. (eds) Literacy in the Early Years. International Perspectives on Early Childhood Education and Development, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-2075-9_11

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  • DOI: https://doi.org/10.1007/978-981-10-2075-9_11

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