Using the Quality of Literacy Implementation Checklist to Improve Preschool Literacy Instruction |
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| Authors: | Constance C Beecher Mary I Abbott Sarah Petersen Charles R Greenwood |
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| Institution: | 1.School of Education,Iowa State University,Ames,USA;2.Dynamic Measurement Group,Eugene,USA;3.Juniper Gardens Children’s Project,Kansas City,USA;4.Juniper Gardens Children’s Project,University of Kansas,Kansas City,USA |
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| Abstract: | Despite much progress in improving the quality of preschool programs, there is still an uneven quality of instruction in early childhood settings. Providing support and professional development (PD) for teachers that is practical, systematic and sustainable is one potential avenue to increase classroom quality in preschool, including quality of literacy instruction. Preschool educators who want to focus on increasing the quality of literacy instruction need simple-to-use tools that can be implemented quickly and provide a means to assess progress towards the goal of improving literacy instruction. The Quality of Literacy Implementation checklist measures how well the teaching staff include intentional, instruction in literacy/oral language. Rather than focusing on a specific curriculum or intervention, quality of implementation focuses on the teacher’s delivery of key procedural features of evidence-based instruction. As is the case with fidelity of implementation, a quality of implementation checklist not only measures implementation but also provides a roadmap about how instruction might be modified to ensure that critical and essential skills are emphasized across the preschool day. |
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