Qualitative Phase
The qualitative phase of this study used surveys, observations, and research memos to collect data.
Classroom Observations
- Each kindergarten classroom was observed for a total of four hours during literacy instruction in February 2014. Most classrooms were observed two times for half days, averaging two hours for each observation.
- Observation protocol was adapted from Paterson et al.'s (2003) study on a similar integrated learning system. The following data was recorded on an observation worksheet:
2. Start/end time of activities
3. Materials used for the lesson
4. Teacher actions
5. Child actions
- Prior to conducting the classroom observations, I constructed teacher profiles and a coding framework for low literacy support, medium literacy support, and high literacy support, using descriptions of effective early literacy practices from the research (Cunningham & Allington, 2010; Thompkins, 2014). The coding framework listed and described 15 effective literacy practices. Each of the 15 literacy practices included a detailed three-level description for low literacy support, medium literacy support, high literacy support.
- The observation data was then coded into three broad categories (low, medium, and high literacy facilitation), based on the teachers' views and implementation of literacy in their classrooms. The data on the teachers’ level of literacy support were then used as a covariate in creating propensity scores to match students for the study and as an independent variable in the second research question about the effect of this support on the literacy learning of the kindergarten students.
- To establish intercoder agreement on the observational data, I asked a language and literacy doctoral candidate who was also a certified teacher with 11 years of experience in the lower grades, to code a random sample of four observations using the coding framework. Agreement on the overall level of literacy support provided by the teachers in the four observations was 100%.
Teacher Survey
- The teacher survey had a checklist of 12 components commonly found in early literacy programs and also included questions with open-ended responses. This survey helped determine how the teachers view literacy and implemented this view in their classrooms.
- The results from this survey helped support findings from the classroom observations and contributed to the creation of the independent teacher support variable.
- The data from this survey were triangulated with observational data and the research memos.
Level of Teacher Support
References
Cunningham, P.M., & Allington, R.L. (2010). Classrooms that work: They can all read and write (5th ed). New York, NY: Longman.
Paterson W.A., Henry, J.J., O’Quin, K., Ceprano, M.A., & Blue, E.V. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38, 172-207.
Thompkins, G.E. (2014). Literacy for the 21st century: A balanced approach. Boston, MA: Pearson.
Paterson W.A., Henry, J.J., O’Quin, K., Ceprano, M.A., & Blue, E.V. (2003). Investigating the effectiveness of an integrated learning system on early emergent readers. Reading Research Quarterly, 38, 172-207.
Thompkins, G.E. (2014). Literacy for the 21st century: A balanced approach. Boston, MA: Pearson.