High-quality preschool programs are pivotal in enhancing literacy outcomes and bridging the achievement gap among children from diverse socioeconomic backgrounds. Early childhood education not only supports cognitive and social development but can also play a crucial role in preparing children for future schooling. A recent study published by Gray and colleagues evaluated the efficacy of Teaching Early Literacy and Language (TELL), a universal whole-class curriculum, in enhancing the oral language and early literacy skills of preschool children from low-SES backgrounds.
The study employed a three-cohort randomized controlled trial design with preschool teachers from the Phoenix area randomly assigned to either the TELL or business-as-usual (BAU) condition, stratified by agency/school district. The TELL curriculum included a year-long sequence of instruction, books, lesson plans, and language-rich activities. Despite challenges including COVID-19 disruptions, 58 teachers (30 TELL, 28 BAU) completed the study, with over 300 students (174 TELL, 150 BAU) included in the final analysis.
The findings showed significant effects in favor of TELL on experimenter-created curriculum-based measures, particularly on print awareness, letter naming, and phonological awareness. These foundational skills are critical predictors of future reading success and were systematically taught throughout the curriculum. However, for more distal measures, such as the Woodcock–Johnson IV Tests of Oral Language and PELI assessments of vocabulary and comprehension, the effects were not significant. This discrepancy highlights ongoing debates regarding the appropriateness of different assessment tools in early childhood education and intervention research.
Source: Gray, S. I., Wilcox, M. J., & Reiser, M. (2024). Efficacy of the teaching early literacy and language curriculum with preschoolers from low-income families. Language, Speech, and Hearing Services in Schools, 55(3), 696–713. https://doi.org/10.1044/2024_LSHSS-23-00140