Preschool Teachers' Self-Reported Beliefs and Practices About Literacy Instruction

Content Provider	Semantic Scholar
Author	Burgess, Kathleen A. Lundgren, Kristin A. Lloyd, John Wills Pianta, Robert C.
Copyright Year	2001
Abstract	This study examines 240 preschool teachers' self-reported literacy beliefs and practices. Participants taught threeand four-year-olds in publicly funded preschools that are part of the Virginia Preschool Initiative program. Teachers completed a Preschool Literacy Practices Checklist that asked about their beliefs and practices regarding literacy, as well as teacher and classroom characteristics. The work experience and education of the individuals surveyed were comparable to those of national samples of elementary school teachers. The majority of teachers included literacy instruction in their daily plans, endorsed literacy acquisition as a goal of their teaching, and used many approaches to promote early literacy. Their beliefs about the importance of 16 literacy-related skills were organized around three factors: alphabet knowledge, word and story knowledge, and verbal language. Teachers varied most widely in their beliefs about the importance of alphabet knowledge for development of four-year-olds' literacy. Teachers whose preparation included greater coursework in reading endorsed beliefs and used practices more closely associated with promoting verbal language skills and analytic phonics. These results have implications for theories of literacy development and the role of public preschools in promoting literacy. (Contains 40 references, 6 tables of data, and the survey instrument.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the original document. N Preschool Teachers' Self-Reported Beliefs and Practices About Literacy Instruction Kathleen A. Burgess Kristin A. Lundgren John Wills Lloyd Robert C. Pianta University of Virginia U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. CHO REPORT #2-012 April 17, 2001 2 BEST COPY AVAILABLE cliRA Center for the Improvement of Early Reading Achievement Preschool Teachers' Self-Reported Beliefs and Practices About Literacy Instruction
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Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED452513.pdf
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Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article