Corpus ID: 64496691

Educator Outcomes Associated with Implementation of Mississippi's K-3 Early Literacy Professional Development Initiative. REL 2017-270.

  title={Educator Outcomes Associated with Implementation of Mississippi's K-3 Early Literacy Professional Development Initiative. REL 2017-270.},
  author={Jessica Sidler Folsom and Kevin G. Smith and Kymyona C. Burk and Nathan Oakley},
In January 2014 the Mississippi Department of Education began providing statewide early literacy professional development to K–3 educators through online modules and face-to-face workshops and providing literacy coaches to target schools (schools identified as being most in need based on the percentage of students in the lowest two achievement levels on the statewide literacy assessment). This study examined changes in teacher knowledge of early literacy skills and in ratings of quality of… Expand
Investigating teachers’ knowledge, practice and change following an oral language professional learning program
Language and literacy are increasingly topics of educational and public health interest, and research suggests that these skills are significantly impacted by early educational experiences.Expand
Unique Contributors to the Curriculum: From Research to Practice for Speech-Language Pathologists in Schools.
  • R. K. Powell
  • Psychology, Medicine
  • Language, speech, and hearing services in schools
  • 2018
Recommendations on best practice from the American Speech-Language-Hearing Association on SLPs' roles in schools, as well as data on school-based services are reviewed, with implications for how SLPs as the linguistic experts offer unique roles in curriculum and the evidence available to support this role are explored. Expand
Prekindergarten Teachers' Experiences Teaching Preliteracy to English Language Learners
Prekindergarten Teachers’ Experiences Teaching Preliteracy to English Language Learners by Sangeeta Dwarka MEd, Walden University, 2012 BS, Kennesaw State University, 2010 Doctoral Study Submitted inExpand
Evaluation of the Focused Reading Intervention Program for Middle School Struggling Readers
Evaluation of the Focused Reading Intervention Program for Middle School Struggling Readers by Joyce McCoy Booth MBA, University of Phoenix, 2006 BS, University of Phoenix, 2004 Project StudyExpand
A Phenomenological Study of Third-Grade Through Fifth-Grade Teachers’ Perceptions of Their Confidence to Teach Struggling Readers
.................................................................................................................i DedicationExpand


Teachers’ knowledge base for implementing response-to-intervention models in reading
This study examined the knowledge base of 142 elementary-level educators for implementing response-to-intervention (RTI) models in reading. A questionnaire assessed participants’ professionalExpand
Perceptions and knowledge of preservice and inservice educators about early reading instruction
A major conclusion from research regarding children with poor reading performance is that early, systematic instruction in phonological awareness and phonics improves early reading and spellingExpand
Perceptions and Knowledge of Preservice and Inservice Teachers About Early Literacy Instruction
The findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task. Expand
The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools
Abstract The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomesExpand
First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes
The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade teachers in the areas of phonological awareness and phonics. The PDExpand
Measuring teachers’ content knowledge of language and reading
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established aExpand
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy
An instrument was developed; and its reliability, item difficulty, and item discrimination were computed and examined to identify model fit by applying exploratory factor analysis, and showed that the instrument demonstrated adequate estimates of reliability in assessing teachers' knowledge of language constructs. Expand
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading
Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough knowledge about language and reading processes, but these studies haveExpand
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
It is suggested that teachers tend to overestimate their reading related subject matter knowledge, and are often unaware of what they know and do not know. Expand
Conceptually and Methodologically Vexing Issues in Teacher Knowledge Assessment
The purpose of this article is to describe the vexing issues that arise as researchers try to define and assess the knowledge teachers need to teach reading and writing effectively in the primaryExpand