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Abstract
Purpose: The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators’ use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers.
Method: Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk.
Result: The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators’ familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes.
Conclusion: These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.
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Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.