NN Phase 2 Study Design

Purpose

Assess the effects of professional development on teaching practices and child outcomes related to language and literacy learning among Latino English learners

Research Questions

  1. What are the effects of a professional development intervention on teacher’s practices related to language and literacy skills for Latino pre-kindergartners who are English learners?
  2. What are the effects of a professional development intervention on language and literacy outcomes for Latino pre-kindergartners who are English learners?
  3. How do factors related to the child, family, and preschool moderate Latino English learners’ language and literacy outcomes?

Settings

  • NC’s More at Four Pre-Kindergarten Program
  • Public school pre-k, Head Start and child care in central NC
  • 25-85% Latino enrollment
  • Creative Curriculum
  • Teacher with BA Degree or AA working on BA
  • Primary language of instruction is English
  • 4 or 5 star NC quality rating

Classroom Measures

Classroom Observations

  • Early Language & Literacy Classroom Observation (ELLCO)
  • ELLCO Addendum for English Language Learners

Classroom Characteristics

  • Program Description Form & Latino Enrollment List

Child Measures

Child Assessments (English & Spanish Versions):

  • The Woodcock-Johnson Language ProficiencyBattery-Revised
  • Phonological Awareness Task (Miccio & Hammer, 2003)
  • Peabody Picture Vocabulary Test
  • Naming Letters
  • Where’s My Teddy Story & Print Concepts
  • Writing Task

Child ratings (teacher completed):

  • Social Skills Rating Scale
  • Playmates & Friends Questionnaire

Teacher & Family Measures

Teacher Interview

  • Early Childhood Teacher Demographic Questionnaire
  • Early language and Literacy Beliefs and Practices of Preschool Teachers working with English language learners

Family Interview

  • Nuestros Niños Family Interview Protocol