The Relationship between Preschool Teachers’ Knowledge, and Experience to Emergent Literacy Assessment

Current research suggests that preschool teachers lack the content knowledge in phonemic awareness for ensuring the development of young children’s early literacy skills. This exploratory study examined the relationship between preschool teachers’ content knowledge in early literacy, education level, and years of teaching experience to emergent literacy assessment; and if differences in students’ emergent literacy assessment across different preschool program settings was significant. Results from a multiple regression analysis indicated the findings were not significant. However, in conducting simple linear regression analyses, preschool teachers’ content knowledge in early literacy had a predictive relationship with students’ emergent literacy skills. Results from a one-way ANOVA found emergent literacy assessment scores for the pre-kindergarten group as significant from the Head Start group.

Recommended Citation

Crouch, M. G. (2020, October 1-2). The relationship between preschool teachers’ knowledge, and experience to emergent literacy assessment [Poster presentation]. Walden University Research Conference 2020 (online). https://scholarworks.waldenu.edu/researchconference/2020/posters/27/