Academic Journal
Preschool teachers' use of research-informed literacy-promoting practices: implications for teacher training.
| Title: | Preschool teachers' use of research-informed literacy-promoting practices: implications for teacher training. |
|---|---|
| Authors: | Wakabayashi, Tomoko, Homant, Katherine S., Liu, Mingyang, Bishop, Melissa A., LeRoy, Adam S. |
| Source: | Journal of Early Childhood Teacher Education; Jan-Mar2026, Vol. 47 Issue 1, p275-289, 15p |
| Subject Terms: | Teacher training, Emergent literacy, Observation (Educational method), Preschool teachers, Early childhood education, Preschool education |
| Geographic Terms: | Michigan |
| Abstract: | This study examined preschool teachers' use of the ten research-informed literacy promoting practices included in Michigan's Essential Instructional Practices for Early Literacy for Prekindergarten (hereon, Essentials Pre-K). We also explored the relationship between the use of Essentials Pre-K and early language and literacy quality in preschool classrooms as measured by the Early Language and Literacy Classroom Observation or ELLCO Pre-K. Thirty prekindergarten classrooms from four counties in Michigan were observed. When teachers implemented the Essentials Pre-K, they naturally grouped the ten recommended practices into three major clusters. These naturally-occurring clusters largely overlapped with the statewide Essentials Pre-K training developed by literacy experts. We also found that when teachers implemented the Essentials Pre-K practices in line with how they were designed, their classrooms scored higher on ELLCO Pre-K. Findings support Michigan's Essentials Pre-K as highly promising in guiding early childhood teachers in their literacy-promoting instructions, with implications for teacher training. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Preschool teachers' use of research-informed literacy-promoting practices: implications for teacher training. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wakabayashi%2C+Tomoko%22">Wakabayashi, Tomoko</searchLink><br /><searchLink fieldCode="AR" term="%22Homant%2C+Katherine+S%2E%22">Homant, Katherine S.</searchLink><br /><searchLink fieldCode="AR" term="%22Liu%2C+Mingyang%22">Liu, Mingyang</searchLink><br /><searchLink fieldCode="AR" term="%22Bishop%2C+Melissa+A%2E%22">Bishop, Melissa A.</searchLink><br /><searchLink fieldCode="AR" term="%22LeRoy%2C+Adam+S%2E%22">LeRoy, Adam S.</searchLink> – Name: TitleSource Label: Source Group: Src Data: Journal of Early Childhood Teacher Education; Jan-Mar2026, Vol. 47 Issue 1, p275-289, 15p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+literacy%22">Emergent literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Michigan%22">Michigan</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined preschool teachers' use of the ten research-informed literacy promoting practices included in Michigan's Essential Instructional Practices for Early Literacy for Prekindergarten (hereon, Essentials Pre-K). We also explored the relationship between the use of Essentials Pre-K and early language and literacy quality in preschool classrooms as measured by the Early Language and Literacy Classroom Observation or ELLCO Pre-K. Thirty prekindergarten classrooms from four counties in Michigan were observed. When teachers implemented the Essentials Pre-K, they naturally grouped the ten recommended practices into three major clusters. These naturally-occurring clusters largely overlapped with the statewide Essentials Pre-K training developed by literacy experts. We also found that when teachers implemented the Essentials Pre-K practices in line with how they were designed, their classrooms scored higher on ELLCO Pre-K. Findings support Michigan's Essentials Pre-K as highly promising in guiding early childhood teachers in their literacy-promoting instructions, with implications for teacher training. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10901027.2025.2473738 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 275 Subjects: – SubjectFull: Michigan Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Emergent literacy Type: general – SubjectFull: Observation (Educational method) Type: general – SubjectFull: Preschool teachers Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Preschool education Type: general Titles: – TitleFull: Preschool teachers' use of research-informed literacy-promoting practices: implications for teacher training. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wakabayashi, Tomoko – PersonEntity: Name: NameFull: Homant, Katherine S. – PersonEntity: Name: NameFull: Liu, Mingyang – PersonEntity: Name: NameFull: Bishop, Melissa A. – PersonEntity: Name: NameFull: LeRoy, Adam S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10901027 Numbering: – Type: volume Value: 47 – Type: issue Value: 1 Titles: – TitleFull: Journal of Early Childhood Teacher Education Type: main |
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