The effects of professional development on preschool teachers' instructional behaviours during storybook reading

Early literacy skill development at the preschool level is critical for later success in learning to read and other reading-related activities. Professional development (PD), specifically coaching via performance feedback delivered through email, may provide a viable alternative to other types of trainings (e.g. workshops) that are often ineffective. This study investigated the impact of PD on the instructional behaviours of teachers of children between the ages of three and five, as well as the subsequent impact on children's level and complexity of engagement during book reading sessions. A single-case multiple baseline design was applied across three teachers and six children in two preschool classrooms. Results of the study indicate that PD produced change in teacher's behaviours, specifically, their increased implementation of specific evidence-based storybook reading strategies following intervention. Child level behaviours were not significantly changed as a result of the intervention. Implications for the results are provided for implementation of PD in early childhood settings.