BEFORE READING BEGINS: SUPPORTING EARLY LITERACY INSTRUCTION THROUGH PROFESSIONAL DEVELOPMENT AND COACHING

Abstract

Early literacy skills developed in preschool are associated with later reading outcomes; however, instructional practices in early childhood classrooms vary considerably. Research suggests that differences in prekindergarten teachers’ early literacy knowledge, pedagogical beliefs, and professional development experiences may influence the consistency with which evidence-based literacy practices are implemented. This Capstone synthesizes research addressing (a) relationships between teachers’ literacy knowledge and beliefs and classroom practice, (b) instructional practices that support early literacy development, and (c) coaching-based professional development approaches used to support the implementation of evidence-based early literacy instruction. Drawing on this literature, the Capstone presents Before Reading Begins, a practitioner-oriented professional development and coaching framework designed for preschool settings. The framework integrates foundational knowledge-building, differentiated coaching supports, and a sequenced professional development cycle aligned with research on early literacy instruction and teacher learning. The product is offered as one example of how research-informed principles may be translated into a feasible professional development structure to support instructional coherence and fidelity in early childhood classrooms.