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The Impact of the Literacy Environment Enrichment Program on Head Start Child Literacy Outcomes

The Impact of the Literacy Environment Enrichment Program on Head Start Child Literacy Outcomes. Quantitative Methods Design Presented by Kevin McGowan April 29, 2008. Purpose.

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The Impact of the Literacy Environment Enrichment Program on Head Start Child Literacy Outcomes

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  1. The Impact of the Literacy Environment Enrichment Program on Head Start Child Literacy Outcomes Quantitative Methods Design Presented by Kevin McGowan April 29, 2008

  2. Purpose • This study is intended to examine the effects of the Literacy Environment Enrichment Program (LEEP) on child outcomes for preschool children entering kindergarten.

  3. Background Literature • This area of study is very important because Dickinson and Caswell (2007) provided some valuable insights regarding the impact of LEEP on the quality of classroom environments related to early literacy. • Whereas the research conducted by Dickinson and Caswell (2007) regarding LEEP demonstrated improved early literacy environments as evidenced by the Early Language and Literacy Classroom Observation (ELLCO) scores, a major limitation of their study is that it did not determine whether these changes in classroom practices based on ELLCO scores resulted in growth in children’s language and literacy skills.

  4. Research Question • Do Head Start teachers who participate in LEEP have an impact on early literacy outcomes for children entering kindergarten?

  5. Design Statement • This study will use a quasi-experimental pre and posttest design.

  6. Sample • Head Start Teachers, Their Classrooms, and Four-Year-Old Students from Region III Head Start Programs. • Eight Female Teachers (6 African-American, 1 White Hispanic, 1 Saudi Arabian). • Fifty Students – 25 Boys and 25 Girls (22 African-American, 14 White Hispanics, 7 North Africans, 7 East Indians). • Four Teachers and 25 Students in Experimental Group and 4 Teachers and 25 Students in Control Group. • All student participants meet federal poverty income guidelines.

  7. Materials • Experimental Condition – The Literacy Environment Enrichment Program (LEEP), High Scope Curriculum, Early Language and Literacy Classroom Observation (ELLCO), Pre-kindergarten Phonological Awareness Literacy Screening (PALS). • Control Condition – High Scope Curriculum, ELLCO, PALS.

  8. Data Sources • ELLCO Results • PALS Results

  9. ProcedureExperimental Condition • The LEEP intervention will be given as a 45 hour course for which participants will receive 3 credits from a university in their state. It will be delivered in two 3-day intensive sessions in late October and late February with support for application of new learning provided between sessions. • ELLCO data will be collected by trained assessors in late September and late April. • PALS data will be collected by trained assessors in October and April.

  10. ProcedureControl Condition • ELLCO data will be collected by trained assessors in late September and late April. • PALS data will be collected by trained assessors in October and May.

  11. Scoring • ELLCO and PALS assessors will receive training on how to score their respective instruments. • ELLCO and PALS assessors will also receive a user’s guide complete with technical information and step-by-step instructions for administering and scoring each subcategory listed in each instrument.

  12. Treatment Fidelity • LEEP instructors will meet weekly with Head Start managers and teachers to gather feedback which will provide insight into how LEEP is being implemented in each experimental group classroom. • Head Start managers will monitor LEEP implementation when they do their regularly scheduled classroom observations. Proposed Quantitative Data Analysis T-Test for Independent Samples

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