Examining Teachers’ Use of Dialogic Reading Strategies Following A Multiple Component Professional Development Intervention

Towson, Jacqueline A.; Macy, Marisa; Abarca, Diana L.; Myers, Kara; FitzPatrick, Erin

doi:10.1007/s10643-023-01526-3

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…High-quality interactions include dialogic reading (e.g., Whitehurst et al, 1994) or playing board games (e.g., Siegler & Ramani, 2009). With regard to dialogic reading a number of intervention studies have demonstrated that this is a powerful tool for both a high quality form of interactions between early childcare teachers and children and for promoting especially, but not exclusively, language competencies in children under 5 years old (e.g., Pillinger & Vardy, 2022;Towson et al, 2023). However, an increasing number of studies also investigate the relationship between dialogic reading and numeracy and mathematical language development in children; yet, these studies focus on dialogic reading sessions conducted by specifically qualified trainers rather than early childcare teachers (e.g., Purpura et al, 2017Purpura et al, , 2023Wijns et al, 2023).…”

Section: The Quality Of Teacher-child Interactions and The Effects On...mentioning

confidence: 99%

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

Besser,

Linberg,

Dornheim

et al. 2024

Preprint

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This study examines the impact of early childcare teachers’ professional development (PD) training in global and domain-specific interaction quality and its effects on children’s numeracy skills and mathematical language development. Previous studies have highlighted the importance of high-quality interactions, using tools like dialogic reading and playing board games, in promoting young children’s numeracy skills and their mathematical language. However, few studies investigated the importance of the specificity of the training by offering a training in math-specific as well as a training in global interaction quality. Moreover, existing studies have primarily focused on children aged three years and older, despite the importance of early intervention. To address these gaps, this study integrated promising interaction strategies into PD training for early childcare teachers working with toddlers. It evaluated the short- and long-term effectiveness of this training on numeracy skills and mathematical language in children aged two to four. Two intervention groups received either math-specific or global interaction quality training, while a control group received no training. Results showed significant improvements in numeracy skills and mathematical language over time, with stronger effects observed in the math-specific intervention group compared to the control group. The global intervention group showed stronger effects in language competencies compared to the control group. These findings underscore the effectiveness of targeted PD training in fostering children’s early numeracy skills and mathematical language. By systematically varying intervention content and controlling for environmental factors, this study provides valuable insights into the specific benefits of math-specific training for early childcare teachers.

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Section: The Quality Of Teacher-child Interactions and The Effects On...mentioning

confidence: 99%

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

Besser,

Linberg,

Dornheim

et al. 2024

Preprint

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show abstract

“…In general, the success of learning a foreign language directly depends on how well the student mastered reading techniques at the beginning of his studies. This is determined, firstly, by the interrelation of all types of speech activity, and secondly, by the specifics of reading as a type of speech activity (Medina, 2021;Scott, 2020;Towson, 2023).…”

Section: Introductionmentioning

confidence: 99%

Development of Reading Competence of Non-Philological University Students Through Vocational Texts (On the Example of the English Language)

Soliyev

2024

jpbi

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This article is devoted to the methodical problem of teaching reading in English classes, and the description of the methodical problem of teaching reading in English classes is widely covered. It has been suggested that teaching the language based on English texts in English classes is a more effective method, but the development of reading competence in vocational English teaching has not been thoroughly studied. The article also presents the scientific research and expected results on the use of English texts in vocationally oriented English teaching.

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Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy

Perkins,

Sawyer

2024

Early Childhood Educ J

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Understanding how to successfully train storytime providers is crucial to the goal of offering high-quality early literacy programs in public library settings. As part of a larger study, nine early-career public library storytime providers were interviewed to learn what contextual factors are important to improve their knowledge, practice, and self-efficacy. Two major themes and several subthemes emerged from this analysis. The first theme centered on how participants learned and developed self-efficacy about early literacy practices. Four subthemes emerged: (a) impact of formal education and training, (b) influence of mentors and role-models, (c) developing practice through experimentation and mastery experiences, and (d) importance of feedback. The second theme centered around how the unique nature of public library storytime programs impacts the practice and self-efficacy of providers. Five subthemes emerged: (a) voluntary nature of storytime programming, (b) balance between education and entertainment, (c) whether the primary audience is children or caregivers, (d) concerns about how caregivers perceive communication, and (e) how the informal, mixed-age audience influences programming. Findings can be used to inform the content of future professional development interventions.

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Examining Teachers’ Use of Dialogic Reading Strategies Following A Multiple Component Professional Development Intervention

Cited by 4 publications

References 33 publications

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

Preprint: Fostering toddlers’ numeracy skills and their mathematical language through a professional development intervention on interaction quality

Development of Reading Competence of Non-Philological University Students Through Vocational Texts (On the Example of the English Language)

Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy

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