Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development Purpose The objective of this study was to examine the effects of coaching by speech-language pathologists on educators' interactive shared book reading, children's participation in shared reading, and children's language development. Method Thirty-two educators and small groups of preschoolers were randomly assigned to experimental and comparison groups. The ... Research Article
Research Article  |   November 01, 2015
Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development
 
Author Affiliations & Notes
  • Stefano Rezzonico
    University of Toronto, Ontario, Canada
  • Kathleen Hipfner-Boucher
    University of Toronto, Ontario, Canada
  • Trelani Milburn
    University of Toronto, Ontario, Canada
  • Elaine Weitzman
    The Hanen Centre, Toronto, Ontario, Canada
  • Janice Greenberg
    The Hanen Centre, Toronto, Ontario, Canada
  • Janette Pelletier
    University of Toronto, Ontario, Canada
  • Luigi Girolametto
    University of Toronto, Ontario, Canada
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Stefano Rezzonico: stefano.rezzonico@utoronto.ca
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Cynthia Cress
    Associate Editor: Cynthia Cress×
Article Information
Development / School-Based Settings / Professional Issues & Training / Normal Language Processing / Research Articles
Research Article   |   November 01, 2015
Improving Preschool Educators' Interactive Shared Book Reading: Effects of Coaching in Professional Development
American Journal of Speech-Language Pathology, November 2015, Vol. 24, 717-732. doi:10.1044/2015_AJSLP-14-0188
History: Received October 30, 2014 , Revised May 1, 2015 , Accepted August 14, 2015
 
American Journal of Speech-Language Pathology, November 2015, Vol. 24, 717-732. doi:10.1044/2015_AJSLP-14-0188
History: Received October 30, 2014; Revised May 1, 2015; Accepted August 14, 2015

Purpose The objective of this study was to examine the effects of coaching by speech-language pathologists on educators' interactive shared book reading, children's participation in shared reading, and children's language development.

Method Thirty-two educators and small groups of preschoolers were randomly assigned to experimental and comparison groups. The experimental group (n = 15) received 4 in-service workshops plus 5 individualized coaching sessions. The comparison group received only the 4 workshops. Participants were video-recorded during a shared book reading activity with a small group of children at pretest and posttest. The video recordings were transcribed and coded to yield measures of conversations, educators' questions, and children's responses. The mean length of utterances of the children's responses was also calculated.

Results There were no significant Time × Group interaction effects for the number and length of shared reading conversations or for the number of participants in these conversations. However, significant Time × Group interactions were observed for the use of educators' experiential reasoning questions, children's experiential reasoning responses, and the mean length of utterances of children's responses.

Conclusion These results suggest that coaching increases educators' use of inferential questions, enhancing an interactive shared-reading strategy that had a direct impact on the children's quality and complexity of language.

Acknowledgments
This research was funded by the Social Sciences and Humanities Research Council of Canada, the Hanen Centre (Toronto, Ontario, Canada), and the Swiss National Science Foundation. The authors express their gratitude to the staff, parents, and children of the participating child care centers as well as to the research assistants who took part in data collection and preparation.
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