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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Leveling the Playing Field: Increasing the Quality of Language and Literacy Instruction in Preschool Classrooms

Nancy Clark-Chiarelli, Education Development Center
Joanne Brady, Education Development Center

Abstract: Education Development Center, Inc. (EDC) is pleased to present its Teacher Quality Goal 3 project, Examining the Efficacy of Two Models of Preschool Professional Development in Language and Literacy. This study is examining the efficacy of two approaches to implementing empirically-based, credit-bearing early literacy professional development in the state of West Virginia, one of the poorest states in the nation. Yet, despite the level of poverty, West Virginia is committed to increasing accessibility to high-quality preschool for all 4-year-olds through its universal PreK system. In collaboration with the West Virginia Department of Education, we are implementing and researching two, content-rich professional development programs. While one version of the professional development, Literacy Environment Enrichment Program (LEEP), uses a traditional face-to-face mode of delivery, Technology-Enhanced Literacy Environment Enrichment Program (T-LEEP) is delivered through interactive television, Web-based instruction, and face-to-face instruction. T-LEEP draws on the extensive technological infrastructure already in place in all schools across the state of West Virginia.