The impact of HeadsUp! Reading on early childhood educators' literacy practices and preschool children's literacy skills

Barbara J Jackson, Robert Larzelere, Lisa St. Clair, Marcia Corr, Carol Fichter, Harriet Egertson

Research output: Contribution to journalArticle

60 Scopus citations

Abstract

This study evaluated the effects of HeadsUp! Reading (HUR), a professional development literacy workshop series, with and without supplementary mentoring on early childhood educators' (ECEs) practices and its subsequent effect on preschool children's literacy skills. ECEs who served children in high poverty communities participated in a 15-week satellite broadcast training series. Pre- and post-assessments were completed for both the control and intervention groups. Participants in HUR and HUR + mentoring significantly exceeded the control ECEs on the quality of their classroom environments. Children's literacy skills improved more in the HUR classrooms than in control classrooms. Mentoring did not enhance preschool children's literacy skills more than HUR alone. The treatment was equally effective for Spanish- and English-speaking children. Early childhood educator participation in HeadsUp! Reading can enhance the effectiveness of classroom literacy practices and has subsequent benefits on language and literacy skills of preschool children from poverty backgrounds. These findings further support the crucial role of high quality programs for the development of children's literacy skills.

Original languageEnglish (US)
Pages (from-to)213-226
Number of pages14
JournalEarly Childhood Research Quarterly
Volume21
Issue number2
DOIs
Publication statusPublished - Jun 2 2006

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Keywords

  • Literacy
  • Mentoring
  • Workshop

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

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