The Effects of a Data Dissemination Strategy on the Letter Naming and Object Counting Skills of Preschoolers Attending Head Start
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- 作者：Paul S. Strand and Sandra Cerna
- 关键词：Head Start ; Phonics ; Preschool ; Progress monitoring ; Letter naming ; Literacy ; Consultation ; Performance feedback
- 刊名：Journal of Behavioral Education
- 出版时间：December 2010
- 出版年：2010
- 期刊代码：25_10530819
- 类别：mt
- 卷：19
- 期：4
- 页码：289-305
- 数据来源：sp
摘要
The present study utilized a quasi-experimental design to investigate the effects of a data dissemination strategy on the development of letter naming and object counting skills in preschoolers. The intervention involved the repeated assessment of these skills and a framework for how the resulting data were made available to teachers. The framework highlights: (a) limiting data collection to performance assessments of variables under teacher control, (b) frequent assessment of these variables, (c) graphic display of data and (d) presentation of data in peer-group workshops. The intervention resulted in improved performance on both outcome variables relative to a no treatment control group and a phonics control group. In addition, teaching behaviors were observed to occur during the intervention that predicted child academic outcomes. Discussion is focused on how non-directive data management strategies may improve teacher adherence to evidence-based practices and child academic outcomes.