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Abstract

This paper reviews the effects of a program of professional development for literacy teachers in an urban, southeastern elementary school. During academic year 2002-2003, only 67% of fourth grade students met or exceeded state standards for achievement in reading as measured by the Criterion Referenced Competency Test (CRCT), and only 77% of fourth grade students met or exceeded state standards for achievement in English/language arts as measured by the CRCT (Georgia Department of Education, 2005).

Author's Biographies

Dr. Vikki K. Collins is Assistant Professor of Early Childhood Education at Columbus State University. Bier research interests include literacy development, effective preschool programs, and components of an integrated early childhood curriculum.

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