Evaluating the effect of an emergent literacy professional learning community on teacher knowledge, practice, and student achievement in phonological awareness, print knowledge, oral language, and vocabulary

Research questions for the proposed TCTS

1. What is the effect of the PLC-EL on pre-kindergarten teacher knowledge in the areas of print knowledge, phonological awareness, oral language, and vocabulary?

2. What is the effect of the PLC-EL on pre-kindergarten teachers' print knowledge, phonological awareness, oral language, and vocabulary instructional practice?

3. What is the effect of the PLC-EL on student achievement at the end of pre-kindergarten in print knowledge, phonological awareness, oral language, and vocabulary?

4. What is the effect of the PLC-EL on students’ language and literacy readiness rates at the beginning of kindergarten?

5. What student, teacher, or center factors moderate the effect of the PLC-EL on teacher and student outcomes?

What barriers and facilitators do teachers, site facilitators, and site leaders identify concerning the initial implementation of PLC-EL?

Organization
REL SE
State
South Carolina
Partnership
South Carolina Emergent Literacy PLC
Project Leads
Sarah Herrera
Contact
Wendy Burgess, SCDE mailto:wburgess@ed.sc.gov
Resources
Center for IDEA Early Childhood Data Systems (DaSy)