The Effects of Promoting Engaging Early Literacy Interactions in Preschool Environments: Literacy 3D

teacher reading a book with a young preschool child

Too many young children are not ready for kindergarten because they lack language and early literacy experiences due to poverty and differences in the languages heard at home. Increasingly, prekindergarten programs are seeking to improve quality, employ intentional teaching, and use evidence-based practices to improve child results. However, recent reports from typical preschools with literacy goals indicated that 84% of time observed in classrooms, children are not experiencing any literacy focus provided by the teacher! Our aim is to test the hypothesis that, Increasing and sustaining prekindergarten teacher’s literacy focus by enhancing instruction through teacher coaching, data-based feedback, and 10 evidence-based strategies (Literacy 3D Group) will accelerate children’s growth and outcomes in early literacy skills compared to a Waitlist Group exposed only to the evidence-based strategies.

Project details

  • Primary Investigator: Alana Schnitz

  • Project start Date: 07/01/2017

  • Project finish Date: 06/30/2022



  • US Department of Education

  • Award Number: R305A170241