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

  • Claire J. McLachlanEmail author
  • Alison W. Arrow
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 17)


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.


Phonological Awareness Professional Learning Emergent Literacy Literacy Practice Teaching Team 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Te Hononga, School of Curriculum and Pedagogy, Faculty of EducationUniversity of WaikatoHamiltonNew Zealand
  2. 2.Institute of EducationMassey UniversityPalmerston NorthNew Zealand

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