Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP)
Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP)
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DOI：
10.1016/j.ecresq.2007.03.001
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发表时间：
2007-01-01
影响因子：
3.7
通讯作者：
Caswell, Linda
中科院分区：
文献类型：
--
作者：
Dickinson, David K.;Caswell, Linda
来自不同背景的孩子之间在成绩上存在着巨大而持久的差距[国家教育统计中心。（2002年）的报告。幼儿园和一年级儿童的阅读和数学成绩。华盛顿，DC：美国政府印刷局]，可以追溯到学龄前[斯诺，C。E、伯恩斯，M. S.，& Griffin，P.（编）.（1998年）。预防幼儿阅读困难。华盛顿特区：国家研究理事会，国家科学院出版社]，强调必须确保为低收入人口服务的幼儿园为儿童的语言和早期识字发展提供强有力的支持。目前的项目旨在提高整个新英格兰的启蒙教室的方案质量，实施扫盲环境丰富方案，这是一项以学分课程形式提供的在职干预措施。LEEP的影响进行了研究，使用等待列表比较组策略，以确定是否干预组教师（n = 30）表现出更多的秋季春季增长的措施，课堂支持识字比对照组教师（n = 40）。多层次回归分析，控制背景措施和下降分数的课堂措施显示中等至大的积极影响，对所有措施的课堂支持语言和早期识字的写作，只有一个小的影响被发现。All rights reserved.
There is a substantial and persistent gap in achievement between children from different backgrounds [National Center for Education Statistics. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Government Printing Office] that can be traced to the preschool years [Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy Press], highlighting the importance of ensuring that preschools that serve low-income populations provide strong support for children's language and early literacy development. The current project sought to improve program quality in Head Start classrooms throughout New England with the Literacy Environment Enrichment Program (LEEP), an in-service intervention that was delivered in the form of a credit-bearing course. The impact of LEEP was studied using a wait-list comparison group strategy to determine whether intervention group teachers (n = 30) showed more fall-spring growth in measures of classroom support for literacy than did comparison group teachers (n = 40). Multiple hierarchical regression analyses that controlled for background measures and fall scores on classroom measures revealed moderate to large positive effects on all measures of classrooms support for language and early literacy with the exception of writing, for which only a small effect was found. (c) 2007 Elsevier Inc. All rights reserved.