Testing a Model of Instructional Strategies to Enhance Prekindergarten Children's Language, Literacy, and Math Skills

The University Of Texas Health Science Center At Houston, Houston TX

Investigators

Abstract

This proposal seeks funds to implement and evaluate a model of instructional strategies for prekindergarten teachers in order to enhance their ability to support young childre's learning in language, early literacy, and math. The model will be experimentally tested across Head Start and public school educational settings and is guided by a strong body of recent research. As the two settings have different goals for children, funding of this proposal will provide important information on the conditions under which the model is effective. The outcomes of this research will determine critical elements for models of instructional approaches such as intensity and duration, teacher background characteristics, role of mentor teachers, and the importance of including a home literacy component. The model is based on research that has clearly established a group of key elements for prekindergarten language/literacy programs (e.g., expressive language, vocabulary, early reading skills). Results will answer a critical remaining question regarding how a model of instructional strategies can support teachers to implement a comprehensive set of teaching practices supporting language/literacy development in ways that are sensitive to the broadest range of social, emotional, and cognitive needs of young children.