Assessing teacher beliefs about early literacy curriculum implementation

Susan McKenney, Barbara Bradley

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)


Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers’ perceptions of early literacy content goals; developmentally appropriate and effective pedagogical practices related to each content goal; and their own competencies to offer a suitable environment for developing early literacy. The content validity of the instrument was evaluated by an expert screening; the reliability and practicality of the instrument were assessed through a pilot study involving 20 teachers from 2 countries. Validation findings indicate that the instrument appears to be reliable. The findings from the pilot run show that teachers focus on decoding skills most; there is some attention to book orientation and understanding, and relatively little to the functions of written language.
Original languageEnglish
Pages (from-to)1415-1428
JournalEarly child development and care
Issue number9
Publication statusPublished - 2016


  • Teacher beliefs
  • Early literacy
  • Curriculum


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