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Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development
American Journal of Speech-Language Pathology
|September 13, 2015
Summary
Speech-language pathologist coaching improved educators' use of inferential questions during shared book reading. This enhanced interactive reading, positively impacting children's language development and complexity.
Area of Science:
- Speech-language pathology
- Early childhood education
- Child language development
Background:
- Interactive shared book reading is crucial for early language development.
- Educator training in shared reading strategies can be enhanced through coaching.
- The impact of specific coaching techniques on interactive reading and child language outcomes requires further investigation.
Purpose of the Study:
- To evaluate the effectiveness of speech-language pathologist (SLP) coaching on educators' interactive shared book reading practices.
- To assess the impact of coaching on children's engagement and participation in shared reading activities.
- To determine the influence of coaching-enhanced reading on children's language development.
Main Methods:
- Thirty-two educators and preschool groups were randomized into experimental (workshops + coaching) and comparison (workshops only) groups.
- Video recordings of shared book reading sessions were analyzed for conversational measures, educator questions, and child responses.
- The mean length of children's utterances was calculated as a measure of language complexity.
Main Results:
- No significant group differences were found in the number or length of shared reading conversations.
- Significant improvements were observed in educators' use of experiential reasoning questions in the coaching group.
- Children in the coaching group showed significant increases in experiential reasoning responses and mean utterance length.
Conclusions:
- Individualized coaching by speech-language pathologists significantly enhances educators' use of inferential questioning techniques.
- This coaching-driven improvement in interactive shared reading positively impacts the quality and complexity of children's language.
- Coaching represents an effective professional development strategy for improving early language environments.
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