Online Training for Teaching Assistants to Improve Children's Language Skills
Author Information
Author(s): Hutchings Judy, Lothian Rebecca, Jones Anwen, Williams Margiad E.
Primary Institution: Bangor University
Hypothesis
Can brief online dialogic book-sharing training improve the language outcomes of children aged 3–7 years when delivered by teaching assistants?
Conclusion
The study found that the online training was feasible and positively impacted teaching assistants' skills and children's language outcomes.
Supporting Evidence
- Twelve teaching assistants participated in the training, and their feedback was overwhelmingly positive.
- Children showed improvements in expressive language skills post-training.
- TA behaviors such as reflections and encouragement increased significantly after the training.
Takeaway
Teaching assistants can learn new ways to help kids talk better by sharing books together, and this training can make a big difference.
Methodology
The study involved two online training sessions for teaching assistants, followed by assessments of their skills and children's language outcomes.
Potential Biases
Self-selection bias may have occurred as schools with stronger TA programs were more likely to participate.
Limitations
The small sample size and lack of a control group limit the generalizability of the findings.
Participant Demographics
TAs aged 28-60, predominantly female, with varied experience; children aged 4-7, mostly English or Welsh speakers.
Statistical Information
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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