What Teachers Can Do to Promote Preschoolers' Vocabulary Development: Strategies From an Effective Language and Literacy Professional Development Coaching Model

被引:22
|
作者
Wasik, Barbara A. [1 ]
机构
[1] Temple Univ, Coll Educ, Philadelphia, PA 19122 USA
来源
READING TEACHER | 2010年 / 63卷 / 08期
关键词
BOOK; EXTENSION;
D O I
10.1598/RT.63.8.1
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Language and, specifically, vocabulary development plays a critical role in early literacy development. This article describes Exceptional Coaching for Early Language and Literacy (ExCELL), which is a research-based, effective preschool program that focuses on developing Head Start enrollees language and preliteracy skills. The ExCELL program employs an intensive coaching model to train teachers in implementing effective strategies that support the development of language and preliteracy skills. The teacher professional development is described, including the specific routines and strategies that coaches can scaffold teachers to use. A brief summary of the findings are presented, indicating the positive teacher and student outcomes as a result of the professional development intervention. If implemented with fidelity, the strategies described can provide opportunities for Head Start preschool attendees to learn vocabulary words that will eventually impact their ability to learn to read. © 2010 International Reading Association, Inc.
引用
收藏
页码:621 / 633
页数:13
相关论文
共 50 条
  • [1] Effective professional development strategies of English language teachers
    Hismanoglu, Murat
    [J]. INNOVATION AND CREATIVITY IN EDUCATION, 2010, 2 (02): : 990 - 995
  • [2] A PROFESSIONAL DEVELOPMENT SCHOOL MODEL FOR THE DEVELOPMENT OF LITERACY TEACHERS
    Nathanson, R. R.
    [J]. PER LINGUAM-A JOURNAL OF LANGUAGE LEARNING, 2014, 30 (01): : 127 - 144
  • [3] Associations Among Professional Development, Teachers' Use of Naturalistic Language Strategies, and Preschoolers' Functional Communication
    Ottley, Jennifer R.
    Rahn, Naomi L.
    Coogle, Christan Grygas
    Ferron, John M.
    Storie, Sloan M.
    [J]. EARLY EDUCATION AND DEVELOPMENT, 2018, 29 (08): : 1019 - 1038
  • [4] Do vocabulary and narrative skills correlate in preschoolers with typical language development?
    de Lima Souza, Marcelle Stella
    Caceres-Assenco, Ana Manhani
    [J]. CODAS, 2021, 33 (06): : 1 - 7
  • [5] The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices
    Neuman, Susan B.
    Cunningham, Linda
    [J]. AMERICAN EDUCATIONAL RESEARCH JOURNAL, 2009, 46 (02) : 532 - 566
  • [6] Schools as professional learning communities: what can schools do to support professional development of their teachers?
    Admiraal, Wilfried
    Schenke, Wouter
    De Jong, Loes
    Emmelot, Yolande
    Sligte, Henk
    [J]. PROFESSIONAL DEVELOPMENT IN EDUCATION, 2021, 47 (04) : 684 - 698
  • [7] Language Assessment Literacy and Teachers' Professional Development: A Review of the Literature
    Giraldo, Frank
    [J]. PROFILE-ISSUES IN TEACHERS PROFESSIONAL DEVELOPMENT, 2021, 23 (02) : 265 - 279
  • [8] What Do Beginning English Teachers Want From Professional Development?
    Jetnikoff, Anita
    [J]. AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 2011, 36 (10): : 53 - 64
  • [9] Teachers' Voices: What Makes Professional Development Effective?
    Patton, Kevin
    Parker, Melissa
    [J]. RESEARCH QUARTERLY FOR EXERCISE AND SPORT, 2012, 83 : A57 - A58
  • [10] Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers
    Giraldo, Frank
    Murcia, Daniel
    [J]. COLOMBIAN APPLIED LINGUISTICS JOURNAL, 2019, 21 (02) : 243 - 259