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Changes in Teacher Literacy Enrichment Behaviors Following Modeling by a Speech-Language Pathologist During Book Reading

Sickman, Linda Sue
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179425466

Abstract Details

2007, PhD, University of Cincinnati, Allied Health Sciences : Communication Science and Disorders.
The goal of the Head Start program is to prepare at-risk children to take maximal advantage of their elementary school education. The better children’s academic skills when they emerge from preschool, the more likely they are to do well in school. Thus, the role of the Head Start teacher is crucial in students’ lives. The quality of teacher-child language and pre-literacy interactions is vital to Head Start children because an effective preschool teacher can significantly raise students’ chances of academic success. The teachers’ educational backgrounds may influence how they use language during classroom activities. One avenue to support teachers in creating language and literacy rich classrooms is to take advantage of the knowledge and skills of speech-language pathologists (SLPs) by establishing collaborative relationships between Head Start teachers and SLPs. This study was a quasi-experimental, mixed methods study of an SLP book reading intervention involving teachers and teacher assistants in two Head Start centers. This study examined the changes in teachers’ literacy enhancement behaviors following ongoing, in-class modeling by an SLP during book reading. The specific aims were to determine: 1) if teachers’ literacy enrichment behaviors during book reading changed immediately following ongoing, in-class modeling by an SLP 2) if teachers continued to use these behaviors longitudinally 3) if there was a difference between number of literacy enrichment behaviors used by the intervention group and the control group and 4) how teachers perceived their change in use of literacy strategies during book reading. The results of this study indicated that teachers significantly increased the number of all of the literacy enrichment behaviors immediately following modeling by the speech-language pathologist. The teachers demonstrated long term use of open ended questions, expansions, predictions and conclusions. The teachers reported that they learned to use the strategies during book reading, continued to use these strategies over time, and observed the benefits of the implementation of these strategies. One of the implications for this study is that SLPs should consider collaborative modeling of specific strategies in the classroom as one way to support teachers in providing a rich language and literacy environment for children.
Dr. Nancy Creaghead (Advisor)
Communication Sciences and Disorders; Speech-Language Pathology; teacher training; collaborative modeling; collaboration; speech-language pathologists; Head Start teachers; book reading

Recommended Citations

Citations

  • Sickman, L. S. (2007). Changes in Teacher Literacy Enrichment Behaviors Following Modeling by a Speech-Language Pathologist During Book Reading [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179425466

    APA Style (7th edition)

  • Sickman, Linda. Changes in Teacher Literacy Enrichment Behaviors Following Modeling by a Speech-Language Pathologist During Book Reading. 2007. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179425466.

    MLA Style (8th edition)

  • Sickman, Linda. "Changes in Teacher Literacy Enrichment Behaviors Following Modeling by a Speech-Language Pathologist During Book Reading." Doctoral dissertation, University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1179425466

    Chicago Manual of Style (17th edition)

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© 2007, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.