The Effectiveness of Professional Development on the Phonological Awareness Outcomes of Preschool Children: A Systematic Review

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Literacy Research and Instruction Pub Date : 2020-01-12 DOI:10.1080/19388071.2019.1710785

Emily J. M. Ciesielski, N. Creaghead

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引用次数: 6

Abstract

ABSTRACT There is considerable concern regarding our nation’s literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child’s literacy skills provided they have the required knowledge and tools. Professional development (PD) is a means of providing the knowledge and skills, but is not always effective. This article presents the results of a systematic review of the literature of preschool children’s phonological awareness improvement following PD for the respective ECEs. The results from 15 studies from 2003 to 2019 are synthesized and discussed to determine the components of PD that make it effective. The studies revealed a wide range of effect sizes, ranging from negligible to very large. Aspects of effective PD, including the education and experience of the ECEs, the format and structure of the PD, and the content of the educational program, are considered. The findings have important instructional implications for PD in the preschool setting.

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专业发展对学龄前儿童语音意识结果的影响:系统回顾

人们对我国的读写能力相当关注。研究一再表明，读写能力的发展轨迹在学校生涯的早期就已经确立。幼儿教育工作者只要具备必要的知识和工具，就有能力影响儿童的识字技能。专业发展(PD)是提供知识和技能的一种手段，但并不总是有效的。本文介绍了一项系统的文献综述的结果学龄前儿童语音意识的改善后，各自的ece PD。本文对2003年至2019年的15项研究结果进行了综合和讨论，以确定PD的有效成分。这些研究揭示了各种各样的效应大小，从可以忽略到非常大。考虑到有效的PD的各个方面，包括ece的教育和经验，PD的格式和结构以及教育计划的内容。研究结果对学龄前PD的教学具有重要意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Literacy Research and Instruction EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

8.30%

发文量

期刊介绍： Literacy Research and Instruction (formerly Reading Research and Instruction), the official journal of the College Reading Association, is an international refereed professional journal that publishes articles dealing with research and instruction in reading education and allied literacy fields. The journal is especially focused on instructional practices and applied or basic research of special interest to reading and literacy educators. Peer Review Policy: All articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by reviewers.