Improving Literacy Instruction through Peer Coaching: Developing Phonological Awareness in the Early Learning Classroom
Location
PARB 227 (Second Floor)
Proposal Track
Practice Report
Session Format
Symposium
Abstract
Pre-literacy skills are essential for reading success and must be developed in the early years. It is important that preschool teachers receive adequate training through peer-coaching that is content-focused and collaborative. This presentation reports a professional development (PD) and its impact on teachers in developing phonological awareness. The action research examines the relationship between teacher professional development and knowledge of phonological awareness in the early learning classroom, through pre- and post-surveys of participating teachers. Phonological awareness is comprised of foundational early literacy skills essential to a young child's future reading success. Early learning educators play an integral role in developing young children's phonological awareness skills through intentional playful learning opportunities planned into the preschool day. This research report explores how teacher professional development provides experienced and new educators with content-focused and collaborative professional development that increases their understanding of evidence-based practices in phonological awareness within the early learning classroom. In addition, the report discusses assessment of the PD impact on teacher understanding of phonological awareness and teacher perceptions of content-focused professional development.
Keywords
Professional Development, Literacy Instruction, Phonological Awareness.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Mathews-Davis, Erynn and Feng, Jay, "Improving Literacy Instruction through Peer Coaching: Developing Phonological Awareness in the Early Learning Classroom" (2022). Georgia Educational Research Association Conference. 40.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/40
Improving Literacy Instruction through Peer Coaching: Developing Phonological Awareness in the Early Learning Classroom
PARB 227 (Second Floor)
Pre-literacy skills are essential for reading success and must be developed in the early years. It is important that preschool teachers receive adequate training through peer-coaching that is content-focused and collaborative. This presentation reports a professional development (PD) and its impact on teachers in developing phonological awareness. The action research examines the relationship between teacher professional development and knowledge of phonological awareness in the early learning classroom, through pre- and post-surveys of participating teachers. Phonological awareness is comprised of foundational early literacy skills essential to a young child's future reading success. Early learning educators play an integral role in developing young children's phonological awareness skills through intentional playful learning opportunities planned into the preschool day. This research report explores how teacher professional development provides experienced and new educators with content-focused and collaborative professional development that increases their understanding of evidence-based practices in phonological awareness within the early learning classroom. In addition, the report discusses assessment of the PD impact on teacher understanding of phonological awareness and teacher perceptions of content-focused professional development.
