Early reading first as a model for improving preschool literacy instruction and outcomes

Abstract

The Early Reading First program (ERF) was sponsored by the U.S. Department of Education to develop model ‘preschool centers of excellence’ that enhance the early language and literacy skills of low-income preschool children. In this chapter we report on the outcomes of an ERF project conducted with Head Start classrooms in Hawaiʻi. The intervention included intensive professional development on research-based curriculum and instruction, teacher-child interaction, family engagement, and child progress monitoring. Outcomes included large gains on intentional literacy instruction, classroom quality, and family engagement, and moderate to large gains on child emergent literacy skills. The intervention had little effect on oral language outcomes. Despite the academic focus, most teachers were highly satisfied with the experience, reporting increased child motivation and considerable professional growth.